A Journey Through Color Theory in Culture:

Our unit plan dives into the world of color theory, through this unit we hope to foster an

understanding of how color influences artistic expression and how color impacts our life around

us. Through our lessons, we will explore and experiment so students will understand the

principles of color mixing, the psychological effects of color, and their significance in our

day-to-day lives. We want our students to be comfortable exploring their own culture as well as

understanding and accepting other cultures and we will push our lessons to explore and prompt

these discussions. Gaining awareness on this topic will help students develop the ability to

effectively utilize color and personal narrative as tools in their personal artwork and artistic

journey.
 VISUAL ARTS GRADE: High School CLASS: Beginning Painting Media: 2D/painting
PROJECT 1-Color Matching My Culture

CENTRAL FOCUS:
The central focus of this first lesson will be on the basics of color-mixing and culturally relevant media. Students will do so by learning how to mix
different types of colors and selecting a certain piece of media (album covers, movie posters, ads, books) that is of cultural relevance or
importance to the students. They will then apply their color-mixing skills by recreating their chosen media. Students will end this lesson by
presenting their recreations in a class art gallery.

GRADE-LEVEL PERFORMANCE LEARNING OBJECTIVES. STUDENTS WILL… ASSESSMENT PLAN

STANDARD

Create

● HS Proficient VA:Cr1.2.Ia: ● Students will choose a type of ● Color theory handouts and
Students will shape an culturally relevant media and choice of media are
recreate it using color theory. approved by the teacher.
artistic investigation of an
● Summative
aspect of present-day life
using a contemporary
practice of art or design.
Present

● HS Proficient VA:Pr4.1.Ia: ● Students will write and present ● Chosen media (poster,
Students will analyze, an artist statement that gives a album cover, etc.) and
brief explanation of what their recreation of their media will
select, and curate
media is and why they chose to be displayed during the
artifacts and/or artworks
recreate it. They will also explain class gallery.
for presentation and the meanings and cultural ● Summative
preservation. significance they find within their
choice of media. This will be
facilitated during the class gallery
walk.

Respond

● HS Proficient ● Students will explain the cultural ● Artist statement and

VA:Re.7.1.Ia: Students significance of their chosen participation in class gallery.
media and respond to others ● Summative
will hypothesize ways in
during the class gallery.
which art influences
perception and
understanding of human
experience.
Connect

● HS Proficient ● Students will start by researching ● Each step is documented by

their chosen media and student and approved by the
VA:Cn10.1.Ia: Students
sketching up their recreation. teacher
will document the process
After approval, students will start ● Summative
of developing ideas from on their recreation.
early stages to fully
elaborated ideas.
 ACADEMIC LANGUAGE

Vocabulary Materials

Color theory, Primary, Secondary, ● Color mixing handout

Complementary, Tertiary, Analogous, ● Red, yellow, blue, black, white, acrylic
Monochromatic paint
● Paint brushes
● Palettes
● Color wheel
● Device for research can be provided by
the school

LEARNING PLAN

LESSON SEQUENCE AND ACTIVITIES VISUALS, RESOURCES AND SUPPLIES

Lesson/Day 1

● Students will start class by watching a ● Slideshow presentation

presentation that will give an introduction to color ● Color theory handout
mixing and its importance. ● Tints and Shades handout
● After giving the expectations for the color mixing ● Paints
activity, we will have students gather their needed ● Paint brushes
materials, paints, palettes, brushes, etc. ● Color wheel
● Then we will give the rest of the class to use their ● Palettes
new knowledge to fill out the color mixing
handouts and get practice.
● Leave enough time for students to clean up
materials before class ends.
Lesson/Day 2

● Introduce students to the idea that we are ● Device for research

influenced by the cultural elements we interact
with (music, movies, books, ads, brands, etc.).
● Students will research their choice of an album
cover, brand name advertisement, or movie cover
and document their ideas
● They will then give a project proposal.
Lesson/Day 3 - Day 5
 ● Use the 5 types of color groups and new ● Canvas
knowledge of color theory to recreate their chosen ● Paint
media. ● Paint brushes
● Allow at least 3 days for students to work on ● Reference photo
paintings in class. Add more if needed. ● Palettes
● Filled out color handouts

Lesson/Day 6+

● Facilitate class gallery. Each student will present ● Student works

their recreation and their artist statement. ● Wall space
● Push pins/magnets

Summative Assessment: Students will be assessed summatively through the progress of their project. They will be assessed on the
completion of their color theory handouts, the documentation of their research for chosen media and project proposals, and their presentation
of their recreation and artist statement.

VISUAL ARTS GRADE: High School CLASS: Beginning Painting Media: 2D painted textiles
PROJECT 2 - The Patterns of Our Cultures

CENTRAL FOCUS:
The central focus of this lesson is for students to create a pattern of symbols that are representative of their identity and/or cultural
communities.Students are going to focus on researching symbols that relate their own cultures and/or self-identities. After choosing
symbols, a pattern will be developed and repeated on a grid using graphite pencils. With the prior knowledge of the color theory lesson,
paint is used to fill in the background and symbols of the patterns. Once the projects are completed, patterns are presented by students
to the class (or one-on-one accommodation) explaining the connections they have to their artwork.

GRADE LEVEL PERFORMANCE LEARNING OBJECTIVES. STUDENTS WILL… ASSESSMENT PLAN

STANDARD

Create

HS Proficient
● Students will write down symbols that Research of symbols and
VA:Cr1.1.Ia they think represent their self-identities
Use multiple and cultures. Then they will research the completion of symbol
approaches to begin social, cultural and historical meanings of handout (formative)
their chosen symbols.
creative endeavors.
Present

HS Proficient Completion and

● Students will analyze and evaluate their
VA:Pr6.1.Ia own symbols using a form before and
comprehension of
Analyze and evaluate after presenting their artwork. self-evaluation form
the reasons and ways (summative)
an exhibition is
presented.
Respond
HS Proficient Presentation of final pattern
● Students will present their final pattern
VA:Re8.1.Ia painting to the class with the
painting (summative)
Interpret an artwork or interpretation of the context.

collection of works,
supported by relevant
and sufficient evidence
found in the work and its
various contexts.
Connect

HS Proficient Artist statement (summative)

● Students will write an artist statement
VA:Cn11.1.Ia acknowledging the influences for the
Describe how choice of symbols in their final pattern.

knowledge of culture,
traditions, and history
may influence personal
responses to art.

ACADEMIC LANGUAGE

Vocabulary Materials

Symbols - a mark or character used as a Symbols handout

conventional representation of an object, Self-evaluation forms
function or process Graphite pencils
Pattern - a repeated decorative design Rulers
Culture - the customs, arts, social Paper
institutions, and achievements of a particular Paint (red, blue, and yellow)
nation, people, or other social group Paint brushes
Grid - a network of lines that cross each Paint palettes
other to form a series of squares or Water cups
rectangles Paper towels
 LEARNING PLAN

LESSON SEQUENCE AND ACTIVITIES VISUALS, RESOURCES AND SUPPLIES

Lesson/Day 1

● Students will be shown examples of patterns. There will be a ● https://visme.co/blog/symbols-an

review of color theory and mixing from the previous lesson.
Students are going to research symbols that relate to their self d-meanings/
identities and/or cultures, and choose what they want to
incorporate into their patterns. Artist statement is assigned on
this day, with the due date being on presentation day.

Lesson/Day 2

● Students will be shown how to scale up an image and create a ● Grid handout
pattern.
● Teacher models how to plan out their chosen symbols on the ● Teacher example
grid handout. ● Rulers
● Students plan out their pattern on grid handout for 10-15 min
● Teacher models how to measure out and draw 1”x1” grid on ● Paper
provided paper. ● Graphite pencils
● Students will draw 1”x1” grid on provided paper with graphite
pencils and rulers ● Projector
● Students will recreate their pattern on the handout onto the grid
they have drawn on their paper.
● Teacher will monitor students during the patterning process.

Lesson/Day 3-5

● Students will begin painting their symbols of their patterns. They ● Paint brushes
will be provided with red, blue, and yellow. There is an
expectation that they will be able to mix colors to create ● Paper towels
secondary and tertiary colors. ● Water cups
● Paint palettes
● Paint (red, blue, and yellow

Lesson/Day 6-7

● Students will take turns presenting their completed pattern ● Self-evaluation forms
paintings. Artist statements are to be turned in before the
school day. After presenting, self-evaluation forms will be given
to students for completion.
Summative Assessment: Students will present painted patterns of symbols relating to their personal identity and culture with written artist
statements. Self-evaluations will be assessed for completion and comprehension of prompts.
 VISUAL ARTS GRADE: High school CLASS: Beginning Painting Media: 2D/painting
PROJECT 3 -How color influences culture

CENTRAL FOCUS:
The central focus of this project is to gain an understanding on how color influences our world. By learning about graphic design
techniques and how media portrays emotion from color, these lessons will help make interdisciplinary connections with business and
marketing practices. By learning about persuasive advertisement as visual culture, students will make their own.
The project will result as an illustrative PSA/ or persuasive infographic as a painting via small groups of students. By researching how
color is used to evoke emotion and using prior knowledge of color theory (complimentary colors, vs analogous, etc) and cultural design,
the students will plan out and create a painting that persuades.

GRADE LEVEL PERFORMANCE LEARNING OBJECTIVES. STUDENTS WILL… ASSESSMENT PLAN

STANDARD

Create

VA:Cr1.2.Ia
● Students will create their own persuasive The final visual
Shape an artistic advertisement with the use of intent color
investigation of an to effectively communicate their idea outcome of project
aspect of present- (summative)
day life using a
contemporary
practice of art or
design
Present

VA:Pr6.1.Ia The presentation will be

● Students will present there final works to
Analyze and the class by explaining their content and
graded in conjunction with
describe the impact how their artistic choices serve it the final outcome
that an exhibition or (summative)
collection has on
personal awareness
of social, cultural, or
political beliefs and
understandings
Respond

VA:Re.7.2Ia Written response (formative)

● Students will find a piece of media or
Analyze how one’s advertisement that they will explain to be
understanding of relevant to the idea of visual persuasion

the world is
affected by
experiencing visual
imagery
Connect

VA:Cn10.1.IIa Sketchbook- documentation

● Students will research how color and
Utilize inquiry media displays emotion and affects
of findings and brainstorming
methods of culture by investigating through topics/means (formative)
interdisciplinary lenses such as marketing
observation, Final Project- assessed on
research, and ability to apply the research
experimentation to or design to make connections of artistic into the work as part of
choices and communication
explore unfamiliar summative grade
subjects through art-
making

ACADEMIC LANGUAGE

Vocabulary Materials

Persuasive advertisement- Media with Devices for research

intent to promote a specific way of thinking or Sketchbook
feeling Graphite pencils
Digital media literacy- how well we can Rulers
understand and engage in the media around Canvas Paper/ boards
us Paint
communicating- what the visual wants the Paint brushes
viewer to think/feel Water cups
Visual Culture- The visual media we Paper towels
consume and use to communicate

LEARNING PLAN

LESSON SEQUENCE AND ACTIVITIES VISUALS, RESOURCES AND SUPPLIES

Lesson/Day 1

● Intro presentation lecture about visual culture, activity (find an ● presentation (intro to
ad that's relevant with a written response), intro project
ads/background of project)
● devices for research
● sketchbooks
 ● teacher example (

● https://londonimageinstitute.com
/how-to-empower-yourself-with-c
olor-psychology/
● https://www.invervemarketing.co
m/blog/the-effects-of-color-on-co
nsumer-behavior
● https://carleton.ca/theprintshop/s
tory/the-importance-of-brand-col
ours-and-how-to-pick-them/#:~:t
ext=Colour%20sets%20the%20
mood%20of,needed%20to%20c
ultivate%20these%20emotions.

Lesson/Day 2

● research in groups, brainstorm ideas, maybe prepare grid ● electronic devices for research
method for translating illustration, note plans of intent in a
sketchbook (color pallet, ideas, topic). ● sketchbook
● teacher example (see above)
● https://londonimageinstitute.com
/how-to-empower-yourself-with-c
olor-psychology/

Lesson/Day 3
 ● create the painting in small groups (2-3). Note sketchbook for ● sketchbooks
research and plan. Once students finish, groups will give a 2
minute quick presentation to class about their topic and artistic ● materials for painting
choices that convey the emotions desired.

Summative Assessment:
- Students will create their own persuasive advertisement with the use of intent color to effectively communicate their idea
(Complete their ad in a group and briefly present to class.
- Students will present there final works to the class by explaining their content and how their artistic choices serve it