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Color and Emotion in Art Education

This unit plan aims to teach high school students how color can be used to express emotion in artwork over five sessions. The goals are for students to understand the connection between feelings and those evoked by color in art, demonstrate how emotion can be shown through art, learn about artists like Nina Chanel Abney and Pablo Picasso who used color to portray emotion, and develop an appreciation for how artists use color and line to convey feeling. Students will explore how different colors elicit emotions, learn how lines can also express emotion, study works by Abney and Picasso, and create a final project applying color and line to depict a feeling. Their understanding and application of using color and line to convey emotion will be evaluated.

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95 views3 pages

Color and Emotion in Art Education

This unit plan aims to teach high school students how color can be used to express emotion in artwork over five sessions. The goals are for students to understand the connection between feelings and those evoked by color in art, demonstrate how emotion can be shown through art, learn about artists like Nina Chanel Abney and Pablo Picasso who used color to portray emotion, and develop an appreciation for how artists use color and line to convey feeling. Students will explore how different colors elicit emotions, learn how lines can also express emotion, study works by Abney and Picasso, and create a final project applying color and line to depict a feeling. Their understanding and application of using color and line to convey emotion will be evaluated.

Uploaded by

api-534507451
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

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UNIT PLAN

How Color is used to express Emotion

I. Theme and General Description

a. Color can be seen as many things yet; it is most importantly seen as expressing

emotion. Now, it can be difficult to portray emotion and to understand emotion.

Though this unit we will learn how to display emotion through colors in artwork.

b. Grade level: Ninth through Twelfth

c. Time: Five 60-minute sessions

II. Goals

a. To develop understanding and connection between their own feelings and those

feelings evoked in artworks depicted by color and line (productive).

b. To demonstrate the understanding of emotion and how it is able to be shown

through art (critical).

c. To demonstrate knowledge on artists such as, Nina Chanel Abney and Pablo

Picasso and what emotions they are attempting to express through color

(historical).

d. To develop appreciation for their own and others’ artworks and how they show

emotion through the use of color and line (aesthetic).

III. Concepts

a. Using color to express emotion gives viewers the ability to feel what the artist

may have been feeling at the time.

b. There are many ways color and line are both able to express emotion.
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c. Nina Chanel Abney used color to draw in the viewers’ eye and to keep the eye

moving.

d. Pablo Picasso used color to depict emotions he was feeling at certain times;

severely depicted in his blue period.

IV. Cultural Exemplar

a. Nina Chanel Abney; Hobson’s Choice

b. Pablo Picasso; The Blue Room

V. Scope and Sequence of Experiences

a. 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.

b. 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 which emotions. They will take the colors to

emotion from session 1 and add lines to these drawings that fit the color

emotion.

c. 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.


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d. Session 4: Workday. Students will be given the entire period to begin their final

projects.

e. 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

emotions they evoke.

VI. Evaluation Procedures

a. Assess whether students were engaged in every activity and willing to try even

when struggling.

b. Observe students as they work through the process and that they created at

least ten thumbnails that were ran through the teacher before creating final

project.

c. Assess how well they are able to get ‘their’ emotion across through the use of

color and line within their piece.

d. Review class participation, work time, behavior and final project to determine

how well the student understood the unit.

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