Date submitted: 8/16/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will be able to name the three primary colors.	Students will place red, blue, and yellow on the color wheel in the "big circles" on the provided wheel. They will name the primary colors while using the color wheel as a reference.
Students will be able to mix at least one secondary color (i.e. blue and yellow make green).	Students will create three secondary colors on their color wheel with paint in the small circles provided.
Students will be able to name two warm colors and two cool colors.	Students will analyze objects from nature or their lives (sun, water, trees, stove burner, etc.) and then relate these colors to the feelings they create (warm, cozy, chilly, cold, etc.)
Students will show correspondence between the color used and the idea that they are thinking.	Students will practice relating objects or feelings to colors(brown bead=dog named Rexi, blue=I like to swim in the lake, etc.)

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What colors did you see in the beaded sun in this art?	What colors do you see that are "mixed colors" (secondary)? What colors do you suppose they mixed to make it?
What color is fire?	Which two warm colors are used in this painting to make it feel warm?
What color is ice?
3. Interpret	4. Evaluate
Why did the artist use so many warm colors in this picture?	Does having a bead to look at help you remember something you like or have? What is another way we could remember something we want to tell besides having a bracelet or keychain bead?
What feeling do you get when you look at this painting?	If you made a bracelet or keychain all one color, what color would it be and why?
what do you think the artist wanted us to feel in this art?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will create the color wheel with paint, placing the primary colors first and creating the secondary colors from the primary colors.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Can students identify warm and cool colors? Can students share in words how they feel when looking at the art?
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Students will be presented with samples of art showing especially warm colors and others showing especially cool colors. A discussion will follow using questions listed above.  Check for understanding by: Are students relating a color to a feeling or object it represents?
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will be given directions to think of something they "love" or something they "are" and to pick a colored bead for it. They "pair share" the bead and what their idea is.  Check for understanding by: Have students sorted by color? How do they make decisions that are not clearly one color or the other? Ask students "Since you know about
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students sort the beads into plastic portion cups divided by colors on top of the color wheel for reinforcement of the color wheel idea and in preparation for the next lesson in beading bracelets or keychains.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Do students have the colors in the correct places? How do the students react to mixing the primary colors to make secondary colors. Check for understanding by: (In the next lesson, students will bead and then tell their "All About Me" stories using their art.)
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Questioning: Can you show me three crayons from your bucket that are primary colors? Who is wearing a shirt that is red and yellow mixed together? How could you, as an artist, use color to make people feel a certain way when they see your art? (Later students will demonstrate, creatively, their understandings by making the artwork and telling their stories.)