Jane Lundberg Clowser/Painting Shades and Tints and Dr.

Suess Subject Area: Art Unit of Study Integrating painting tints and shades and personal expression by using My Many Colored Days written by Dr. Suess and painted by Steve Johnson and Lou Fancher as inspiration and to celebrate Dr. Suess' birthday on March 2, 1904. Lesson: Lesson 1: Tints, Lesson 2: Shades Grade Level: 1st Grade Timeline: 60 minute periods Objectives: Students will be able to describe a tint and a shade. Students will be able to recognize the difference between tints and shades. Students will be able to apply their understanding of tints and shades to painting. Students will remember artists use tints and shades to express mood or feeling in their work. Students will be able to identify the process of combining artistic technique and artistic influence to create a new design. Standards: Used WDCSD Course Curriculum Guide Aesthetic Perception: The student will create artwork by responding to various stimulation. The student will use environment and/or experiences for inspiration. Iowa Core Curriculum: Viewing: Uses a range of strategies to interpret visual media. Art Criticism: The student will respond verbally to art (describe, analyze, judge) The student will communicate using art vocabulary.. Iowa Core Curriculum: Speaking: Participates in a variety of communication situation. Art Production: The student will create two dimensional artwork with various media. The student will explore a variety of media, techniques and processes. Iowa Core Curriculum: Intro/motivation: Read My Many Colored Days written by Dr. Suess. Discuss how colors can express your feelings and how we relate ourselves to different animals around us: Are you feeling blue? I am busy as a bee. Can you see how painting tints and shades makes a painting have different moods or feelings?

Essential Questions: Comprehension: In your own words explain how a color describes you today. Application: How can you take one color and make it look different in many ways? Analysis: Can you see how painting tints and shades makes a painting have different moods or feelings? Synthesis: Why would think the artist in our book used different tints and shades of one color? Evaluation: What do you think about a painting that uses one color with no tints and shades compared to one with tints and shades. Detailed Procedural Steps for Drawing your Animal: Think about which animal best describes you today. Think about a color that best describes you. Detailed directions: 1. Example: Today I feel like a tiger because I feel fierce yet brave and thoughtful. I will pick the color purple because I feel strong and rich with new friends. This will be the same color as my paint. Example: I feel like a cow today because I feel happy. 2. I will pick the color blue because I feel calm and strong. This will be the same color as my paint. Detailed Procedural Steps for Painting Tints and Shades: How can you take one color and make it look different in many ways? Detailed directions: Artists create paintings with light and dark colors by adding white and black to one color to make many new colors. Start with white and keep it light. Shade started with a color and added a little black when mixing. Add black and make it dark. Making Tints: Tints are light colors. You always begin with white and and a color to it. 1. Begin with a white and add a dot of color 2. Mix the paint and paint part of your picture. Add another dot, mix and paint next to the first tint you painted. 1. Remember for tints, Start with white and keep it light. 2. Keep the tints and shades separate on the paper. Don't rub the paint in the paper. Let it glide on. If it the brush starts to stick, get more paint. Making Shades: Remember Shades are dark colors. A shade is a color with black added to it. Add a black and make it dark. 1. Begin with a color and add a dots of black paint. 2. Mix the paint. Add another dot, mix and paint next to the first shade you painted. 3. What happens when you add more black? 4. Use very little of the shades as accents or to make details stand out.

Drawing Techniques: When drawing, use shapes to create your animal. For example, a cow can be a large rectangle with another rectangle for the head and triangles for ears. Use rectangles for legs and a long rectangular strip for the tail. Make the animal large to cover your whole page so you have a large area to paint. It makes painting more fun! Painting Techniques: When painting, hold your paintbrush close to the tip and touch the paper lightly. Don't rub the brush over the paper. Each time you mix a new color, tint or shade, add it to the next. Don't cover it up, then you can see the difference every time. Try to stay in your lines. Use a very small amount of shades just smaller details. Finishing your Animal: Use a Sharpie marker to draw details covered by paint such as the nose eyes tail and feet. Add white pastel around outside then rub it lightly to soften the look. Challenge Questions: When you mix a tint or shade you are changing the value of the color? A monochromatic color scheme means a scheme made with one color: Mono: one, single, alone Chromatic: color. What color and value of that color would you use to paint a summer day? Or a winter night? Content Literacy: After completing all parts of the composition refer back to the My Many Colored Days and remind the students how the book influenced the artwork they created. This can be done as a large group or in small groups depending on when they complete work. On (color selected) days, I feel like a (animal selected) and I (action) and (action). Example: On blue days, I feel like a purple pig and I run and jump. What if students get done early? Several Dr. Suess books and Theodore Geisel books will be at group tables for students to read. They can also use the books to draw Dr. Suess characters in their sketch books. If a large group gets done we can read a book together. Mr. Brown Can Moo Can You? Will work as an interactive group reading. Students can make sounds along with the book. Materials: Construction paper (full sheets with a variety that matches paint) liquid paint paper plates brushes cups with water My Many Colored Days written by Dr. Suess and painted by Steve Johnson and Lou Fancher white pastels

Black Sharpie markers

Visual references or accommodations: Display Tints and Shades. Books with pictures of animals. Spanish: white: blanco black: negro yellow: amarillo purple: morado green: verde blue: azul orange: anaranjado red: rojo dot of : punto de color: colour tint: tinte, matiz shade: tono, matiz Tints: You use white. Add a dot of color. Utilices el blanco. Aada al punto del color . Shades: You use color. Add a dot of black. Utilices el color. Aada al punto del negro.

Preparation/Set-up: Before class: organize paper and supplies at central supply table put black and white on palette After class: place work on rack students return water and brushes to small sink throw paper plates in the garbage wash hands students return to seats and wait to be dismissed Assessment/Evaluation: Formative Assessment: Ask students: 1. How do create shades? Start with color, add a black and make it dark. 2. How about tints say? Start with white and keep it light. Check the students drawing by approving the students drawing before they pick up paint. Check for understanding as a class while students create mix colors. Have them raise their hands for a check the drawing before they paint.

Summative Assessment: Evaluate students work: 1. Does the animal cover a large portion of the page? 2. Were shades and tints mixed correctly? 3. Is the paint spread evenly and lightly inside the animal shape with tints overlapping slightly and shades used sparingly? Processes: 1. Students pick a color of paper. Let them go to the supply table one group at a time. Students pick a color of paper. 2. They look at pictures of animals and draw their animal on the page. They raise their hand and I check their drawing and give them paint to start painting. 3. Once they mix a tint, I check what they mixed and say its ok to start painting. 4. During the next class session, students will start be adding details with a black marker, then add chalk around the outside of their figure. 5. I will add black and a color to their palette, then the students paint shades sparingly. Sources: Adventures in Art: The Discover Art Program by Laura H. Chapman. Davis Publications, Worcester, MA, 1994. My Many Colored Days by Dr. Suess and painted by Steve Johnson and Lou Fancher. Alfred A. Knopf Inc., New York, NY. 1996. http://translate.google.com http://www.merriam-webster.com