Working with Word

Introduction to Colours

No. Of Students:  16

Class: Form 1

Gender: 10 girls 6 boys

Age Range:11-14
Subject: Home Economics
Topic: Introduction to colours

Prerequisites: None

Duration of lesson:70 mins

Exceptionalities: One student is deaf

Learning styles:90% of the Form 1 Visual Art students are visual and auditory, 10% kinesthetic

Objectives 

At the end of this lesson, the Form 1 Visual Art students should be able to:

• Identify primary, secondary and tertiary colours
• Explain and show how secondary and tertiary colours are made.
• Differentiate between tint, shade and tone

Students should be able to fulfill the above mentioned objectives with 90% accuracy.

Media, Materials Method:

Media

Speakers, projector, computer, captioned video, white board

Materials

Paint, brushes, paper, pallets, water, t-shirt, chart, crossword puzzle, chart

Utilize Media and Materials

Preview Materials

Analyzation of materials such as the video, projector, computer and speakers needed to be included in instruction so that a smooth lesson can be conducted without any problems.

Preparation of materials

Materials such as the letters for the introduction game, chart to provide visual explanation and crossword puzzle for review are gathered, constructed and prepared so that the lesson can be effective. Materials such as paint, brushes, paper, water, chart, and white board will be provided and made ready for class. T-shirts will be provided by students for their uniform protection.

Preparation of environment

The classroom environment will be made ready and the room will be organised in the way it should be to accommodate the lesson that will be taught.

Preparing learners

The students will be put into groups of four to play a game of scrabble which will enable them to critically think and tap into their prior knowledge; getting into the frame of mind to begin and participate.

Provision of learners’ experience

Integration of visual media, question and answer, and hands on colour activity into lesson, to accommodate visual, auditory and kinaesthetic learners.

Require Learner Participation

Introduction

With the set of letters given to each group, the game of scrabble will begin. Students are asked to guess the topic of the lesson by selecting the appropriate letters to make a word which they think would be the topic to be discussed, a five(5) minutes time frame would be given to do so. 

After the given time, the topic will be discussed briefly and students are asked how the various colours are made.

Engagement

Step 1:   With the aid of the constructed chart, students are shown the colour wheel. Explanation of the primary, secondary and tertiary colours are given along with additional vocabulary terms to be noted.

Step 2:   The captioned video (introduction of colours and how to mix colours) is then shown to provide reinforcement of what was previously discussed and to provide provision for the deaf impaired and both visual and auditory learners.

Step 3:   Students are asked to attire themselves with t-shirt and instructed, with the use of the materials provided, to use the various colours to make the secondary and tertiary colours respectively. They are also instructed to choose a hue and create tint, tone and shade variations as the one depicted on the chart.

Step 4:   After painting and clean-up has been completed.

Evaluation and Revision

• Students are given a crossword puzzle to conclude the lesson. This is given to assess students’ knowledge of what was learnt in the classroom.

• The work constructed in the class is reviewed to assess students’ hands-on skills and assess whether they understood what was taught and viewed in the classroom.

      *Secondary and tertiary colours should be well 
       differentiated, along with tints, tone and shade.

      *Work should be labelled and neatly done.

• Students are asked to complete a home assignment, in which they would construct a colour wheel in their exercise books.

Rubric is as follows:

Grade	Criteria
4 - Excellent	Demonstrated full understanding of assignment. Work was neatly done and labelled
3 – Good	Fair understanding of assignment. At least one requirement not included.
2 - Satisfactory	Two or more requirements missing
1- Poor	No attempt made to have assignment done neatly. Assignment deemed incomplete due to lack of requirements

Overall Evaluation of Instruction

The lesson was very interactive; the students were very excited because they had to actively use the primary colours paint to make various secondary and tertiary colours.  The students were engaged because the instructor was clear and generally had great understanding of the colours and other visuals such as the video and chart were included in the instruction. They were also given the opportunity to experiment with mixing any colours of their choices making a tint, tone and shade. Based on criteria listed and work provided, students have completed objectives with 85 % accuracy.

The chart above is a 3D Butterfly Colour Wheel, which would be used demonstrates a simple colour wheel. A plain colour butterfly template was taken from the internet and was them inserted into word and painted with the appropriate colours needed to carry out lesson.