Deutz 1
Unit Plan Assignment
Thalia Deutz
Ed 300
K. Carlson
Table of Contents
Cover Page......................................................................................................................................1
Unit Plan.............................................................................................................................2
Learning Segment...............................................................................................................3
Assessments and Evaluation Criteria................................................................................13
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Unit Plan
Structure
Purpose of the unit: Activities throughout the unit that will help the students to learn about
different principles and elements of art.
Unit title: How Color is used to express Emotion
Key concepts:
- Using color to express emotion gives viewers the ability to feel what the artist may have
been feeling at the time.
- There are many ways color and line are both able to express emotion
- Nina Chanel Abney used color to draw in the viewers’ eye and to keep the eye moving
- Pablo Picasso used color to depict emotions he was feeling at certain times; severely
depicted in his blue period.
Subject area(s): Line, Color, Emotion
Desired outcomes: For the students to have a deep understanding of what different types of
lines and colors show which emotions and how to put that into a final piece of artwork.
Overarching goals:
- To develop understanding and connection between their own feelings and those feelings
evoked in artworks depicted by color and line (productive).
- To demonstrate the understanding of emotion and how it is able to be shown through art
(critical).
- To demonstrate knowledge on artists such as, Nina Chanel Abney and Pablo Picasso and
what emotions they are attempting to express through color (historical).
- To develop appreciation for their own and others’ artworks and how they show emotion
through the use of color and line (aesthetic).
Assessment types to be used:
• Informal: Daily Participation in discussions
• Formal: Completed Color to Emotion handout and finished Final Piece
Methods to monitor and adjust instruction during lesson: Watch and see if extra or less time is
needed on the specific project and what that means for the class.
Time Allotment per day: 60-minutes
Number of days required to complete the unit: Six Days
Daily plan for lesson phases:
- Session 1: Students will put emotions to color; they will be asked to write on the board,
under the specific color, what emotion it extracts from them. We will discuss why they make
you feel this emotion and will discuss the importance of color used as emotion in art.
- Session 2: The teacher plays different genres of music as students allow their markers to
move, to the sound of the music, on a piece of paper. Then going over what different lines show
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which emotions. They will take the colors to emotion from session 1 and add lines to these
drawings that fit the color emotion.
- Session 3: Nina Chanel Abney and Pablo Picasso are introduced with a few of their pieces.
The class will discuss in small groups and then as a whole what emotions we believe these
artists are trying to portray and why. The students will then be given time to brainstorm what
they would like to draw for their final and what colors they will use and why.
- Session 4: Workday. Students will be given the entire period to begin their final projects.
- Session 5: Students finish their final project; as a class we talk about each piece on why the
student may have chosen those colors, as well as lines, and what emotion they evoke.
- Session 6: Complete critiquing the rest of the class and have everything turned in.
Learning Segment
Lesson Plan Template
Name: Thalia Deutz Date: 11/22/2020
Lesson Title: Emotion Through Color– session 1
Vocabulary:
Color, emotion, critique, line
Syntax OR Discourse (Circle one): Discourse
Student Support Tool:
Color to Emotion Worksheet
STANDARDS AND LEARNING OBJECTIVES
Standard Content Objective Assessment:
1. Artistic Foundation Color to Emotion
1. Demonstrate The learner will complete a Worksheet
knowledge of the foundations color to emotion worksheet
of the arts area which will be due by the end Tool(s):
Visual Arts: 6.1.1.5.1 of class for participation Colorful writing utensils
1. Analyze how the points. Color to Emotion
elements of visual art Worksheet
including color, line, shape,
value, form, texture and space Indicators/Criteria:
are used in the creation of, The Color to Emotion
presentation of, or response to Worksheet will be
visual artworks. completely filled out
Feedback:
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Students will get graded
on completion and handed
back the next day.
Standard Content Objective Assessment:
1. The Artistic Foundations Completed final art piece
3. Demonstrate The learner will be able to
understanding of the state which colors evoke Tool(s):
personal, social, cultural and certain emotions and will be See materials list
historical contexts that able to show how to use it in
influence the art areas. a piece of work due by the Indicators/Criteria:
Visual Arts: 6.1.3.5.2 end of the unit. Rubric
2. Analyze the
meanings and functions of Feedback:
visual art. Finished pieces will be
collected on the final day
and be graded within the
week.
MATERIALS
Art History Examples:
Nina Chanel Abney; Hobson’s Choice
Pablo Picasso; The Blue Room
Student Examples:
If lesson has been completed during other semesters show work from previous student work
during those semesters.
Demonstration examples:
Instructor will show PowerPoint of student work/examples from previous classes
Technology:
PowerPoint will be used to show prior student work/examples
Supplies:
Colors to Emotions Sheet
Crayons
Colored Pencils
Markers
Instructional Resources:
PowerPoint presentation to show student work/examples
Instructional sheet of colors and emotions
Demonstration Models
Student Resources:
Blank Colors and Emotions sheet
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INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Time Instructional Differentiation
Strategies/Learning Task
One Day – 60 minutes Instructor will introduce the Vocabulary printed out along
10 minutes: topic by going through the with PowerPoint for students
PowerPoint of student to take notes on.
examples and explaining the
vocabulary for the lesson.
10 minutes: The instructor will write Students can raise their hands
different emotions, such as and say colors.
anger, sadness, happiness,
disgust, etc., on the board and
students will be asked to
come up and write different
colors they believe go along
with these emotions. This will
lead into a discussion of why
they believe these colors
evoke these emotions.
20 minutes: The instructor will than pull Print off the images on a paper
up different images such as: so the students can write what
billboards, fast food, they see next to them in order
entertainment, widgets, etc., to remember better.
and ask students why they
believe these colors were
used and what these images
evoke for them.
15 minutes: Color to Emotion Worksheet The worksheet will be fit for
will be handed out to each each student personally if need
student and will be explained be
by the instructor of what to
do. They will need color in
the boxes that have emotions
over them that relate to that
emotion they will than give a
brief description below the
boxes of why these colors
evoke these emotions.
CLOSURE
5 minutes:
Students will complete the Color to Emotion Worksheet, put away any materials they used
to its’ rightful place and hand in the worksheet before leaving the classroom.
Lesson Plan Template
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Name: Thalia Deutz Date: 11/22/2020
Lesson Title: Musical Lines – session 2
Vocabulary:
Line: Thick/Thin, Wavy, Zigzag, Horizontal, Vertical, Diagonal, Contour
Color: Primary, Secondary, Complementary, Warm, Cool, Monochromatic, Neutral
Syntax OR Discourse (Circle one): Discourse
Student Support Tool:
Color to Emotion Handout
STANDARDS AND LEARNING OBJECTIVES
Standard Content Objective Assessment:
1. Artistic Foundations Color to Emotion Handout
Demonstrate knowledge The learner will be able to Tool(s):
of the foundations of the arts match appropriate colors to Pencil, Color to Emotion
area several emotions, on a Handout
Visual Arts: 6.1.1.5.1 handout, demonstrating that Indicators/Criteria:
Analyze how the they understand the The worksheet needs to
elements of visual arts connection; the handout will be completed; everything
including color, line, shape, be their ticket-out. filled out and turned in on
value, form, texture and space time unless spoken to the
are used in the creation of teacher.
presentation of, or response to Feedback:
visual artworks. They will receive a
grade on the Color to
Emotion Handout.
Standard Content Objective Assessment:
4. Artistic Process: Respond The learner will create five Critique
or Critique separate drawings using line Tool(s):
Respond to or critique a that express emotion; these Finished Pieces
variety of creations or will be due by the end of the Indicators/Criteria:
performances using the class after they have been Each student will need to
artistic foundations. critiqued. share what lines/colors
Visual Arts: 6.1.1.5.1 explain what emotions. And
Analyze how the elements why it was chosen in their
of visual arts including color, piece.
line, shape, value, form, Feedback:
texture and space are used in Feedback will be given
the creation of presentation later based on whether they
of, or response to visual understand it or not and how
artworks. to use them in an art piece.
MATERIALS
Art History Examples:
Nina Chanel Abney; Hobson’s Choice
Pablo Picasso; The Blue Room
Student Examples:
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If this lesson has been completed during other semesters show work from students during
those semesters
Demonstration examples:
Instructor takes five minutes to create an example from a song picked by the students. The
teacher will than pull out other demonstrations they have completed prior to the lesson
Technology:
PowerPoint will be used to show student examples and the Music List they are able to
choose from
Computer/speakers will be used to play music for a specific amount of time
Supplies:
Paper
Markers
Color to Emotion Handout
Pencils
Instructional Resources:
Demonstration sheets
PowerPoint
Color to Emotion Handout
Color to Emotion ‘chart’ that had been gone over recently
Music List
Student Resources:
Color to Emotion Handout
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Time Instructional Differentiation
Strategies/Learning Task
5 minutes Go over what colors match to Have separate handouts
what emotions, handout the created personally for kids
Color to Emotion Handout depending on their ability.
- 3-4 minutes: The
students recently learned
what emotions connect to
which colors due to this the
instructor can easily go over
the colors that go with each
emotion and the students
should have the answers.
- 1-2 minutes: Next,
handout the Color to Emotion
Handout and while doing so
explain the handout to the
students. They are asked to
write what emotion and color
match together due to what
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we have discussed in prior
classes. They will be told that
this is their ticket-out for the
day; so, it is due as they
leave.
5 minutes Explain what will be done This will be presented on both
today and what is expected of a PowerPoint and verbally to
everyone the students.
- Explain the activity of the
day, Musical Lines, the
students will listen to a song
with their eyes closed. As
they listen, they will allow
their hand, with a marker, to
move freely with the music.
This will be done with five
different genres of songs on
five separate pieces of paper.
All five sheets, with the
written genre on it, will be
due by the end of class.
13 minutes Demonstration; show student Possibly print out the
examples on PowerPoint PowerPoint slides so students
- 7 minutes: Have the can write what lines/colors
students choose a song for the mean/show what emotions.
demonstration now, as the This way they will have a
instructor do not close your sheet with the images to
eyes due to needing to watch reference back to.
the class yet, do not look at
your paper until the song is
complete. When finished
show the students and ask
what type of lines they see
and why they believe that
music drew out those lines
and how they show the
emotion the instructor was
feeling.
- 6 minutes: Now, pull up
the PowerPoint of past
student examples and what
lines they see in those and
what feelings they think those
students were feeling.
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7 minutes Have students gather supplies Read the different genres of
and choose five genres of songs off of the list to the
songs to listen to students
- 5 minutes: Have
students go up by table to
gather five sheets of paper
along with a marker color of
their choice. While students
are waiting for their turn to
grab supplies tell them they
are allowed to work on their
Color to Emotion Handout.
As students do this pull up
the music list on PowerPoint
for students to pick from.
- 2 minutes: Have students
choose five different genres
of music and a song for each
genre from the list projected
on the whiteboard.
25 minutes Start and complete the Those who are unable to write
Musical Lines Activity; the names they can write
reflect on what they see numbers on each piece of
- 3-4 minutes per song; a paper. If unable to hold a
total of 15-20 minutes: Have writing utensil can be helped
students write the name of the by their para if they have one
song and/or genre on top of and/or use a utensil equipped
each piece of paper along with them to hold.
with their name before
playing the chosen song.
Then play the song and have
students close their eyes and
allow their hands to move
freely to the music. Repeat
this five times not allowing
time between each song to
discuss what they see.
- 5-10 minutes: Now, give
students a minute to look over
their drawings than have
them discuss what lines they
see whether different or
similar throughout the
different genres and why they
think those certain lines
express. Why they think a
type of line expresses that
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emotion and if they are able
to see these lines consistently
through different students’
work. Wrap up by explaining
how lines are able to show
emotion and by collecting the
sheets from students.
CLOSURE
5 minutes - As soon as students have put away any materials used; they are able to use the
remaining class time to complete the Color to Emotion Handout which is their ticket-out.
Lesson Plan Template
Name: Thalia Deutz Date: 11/22/2020
Lesson Title: Emotion Critiques– sessions 5 and 6 (Meant for 23 students)
Vocabulary:
Color, Emotion, Critique, Line
Syntax OR Discourse (Circle one): Discourse
Student Support Tool:
Critique questions
STANDARDS AND LEARNING OBJECTIVES
Standard Content Objective Assessment:
4. Artistic Process: Respond Critique
or Critique The learner will critique a
1. Respond to or critique a classmate’s piece using the Tool(s): None
variety of creations or vocabulary they used
performances using the throughout the lesson. Indicators/Criteria:
artistic foundations. Students will need to
Visual Arts: 6.4.1.5.1 introduce their piece as well
1. Analyze and as critique another student's
interpret a variety of visual piece.
artworks using established
criteria. Feedback:
They will receive written
feedback the next class
period.
MATERIALS
Art History Examples:
Nina Chanel Abney; Hobson’s Choice
Pablo Picasso; The Blue Room
Student Examples:
If lesson has been completed during other semesters show work from previous student work
during those semesters.
Demonstration examples:
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Instructor will give a five-minute demonstration of how to perform a critique by critiquing
their own piece. The teacher will than ask students if there is anything they could add to this
critique on the teacher’s piece.
Technology:
None
Supplies:
Paper
Writing Utensil
Instructional Resources:
Sheet on how to lead a good critique
Student Resources:
Filled out Colors and Emotions Sheet
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Time Instructional Differentiation
Strategies/Learning Task
Day 1 – 60 minutes The instructor will The questions to be asked will
3 minutes: demonstrate how to critique a be written down and/or handed
piece by critiquing the out to students to remember.
demonstration model created
by the teacher. If not the
teacher, the instructor will use
a sheet explaining how to
lead a critique.
4 minutes: Students will use the method As needed
demonstrated by the
instructor on how to critique
and will practice by critiquing
the piece themselves.
10 minutes: Ten students, volunteers As needed
and/or popsicle picked, will
take their final pieces and
hang them up on the wall for
everyone to see. Students will
than go through and look at
each piece before sitting back
down in their seats.
40 minutes: On this first day you will go As needed
through ten students’ pieces
being critiqued; each student
will be given 4 minutes in
where their pieces will be
critiqued by fellow
classmates.
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3 minutes: Have the students who had As needed
their pieces critiqued turn in
their pieces and if everything
is clean students are able to
leave when the bell rings.
Day 2 – 60 minutes The last thirteen students will As needed
52 minutes: have their pieces critiqued
with the same 4-minute
increments on each piece.
8 minutes: With the remaining time As needed
students who were critiqued
that day will hand in their
pieces and students are able
to mingle quietly until the end
of class.
SELF-REFLECTION/EVALUATION
• How easy is it to adapt the lesson(s) when something unexpected occurred?
• Are the goals clear and understandable at the beginning of the lesson to the end?
• Were the activities appropriate for the grade level? If not, how can this be fixed for next
time?
• Did technology run smoothly? If not, how can this be better for next time? If technology
was not used should it be?
• Are students engaged and participating in the class from the beginning until the end?
• Should the lesson(s) be longer or shorter due to how fast/slow the students worked
through the lessons.
• Did the critique work well or is a different form of ‘critique’ needed to be used?
• Is everyone accommodated for? Are students getting the help they need and/or the
difficulty levels right for everyone?
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Assessments and Evaluation Criteria
Color to Emotion Handout
Color Emotion
Red
Yellow
Green
Blue
Purple
Pink
Word Bank
Anger Shyness Cowardice Disgust Pride
Cheeriness Embarrassment Sadness Happiness
Envy Fear Love Passion Greed
Calmness Caution Friendliness Courageousness
