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Middle [6th-8th] Lesson Plan

Colored Glass Bottles

Created on January 28, 2014 by lsgraham

Students learned about color theory and considered the many reasons artists create art. Students viewed a still life of glass bottles and colored them using color theory choices.

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2 sessions; 60 minutes per session

What are we learning?
-How to mix colors
-The emotional meaning of colors

Today we will:
-Learn why artists make art
-Explore still life settings
-Practice drawing a still life

-Create symmetrical vases
-Draft our last artwork
-Use color in our art

White copy paper
Oil pastels
White sulphite paper 12x18

Need these materials? Visit Blick!

TTW describe color theory and students will follow along by coloring a WS. TSW learn about color schemes and identify color relationships using the color wheel. TTW ask students why they think artists make art. 5 reasons include: to inspire, heal, inform, advocate and teach. Highlighting the teach purpose, TSW use the art of Paul Cezanne to describe still life studies and how they benefit from learning to draw still objects.

Day 2: TSW recall what a still life is. TTW introduce to students how to cut a symmetrical vase like shape by folding paper. TSW trace their vase at the far left of their paper then trade and trace another student's vase, overlapping each time, until they have 5 shapes. TSW color 1 vase (yellow for example) and the vase beside it an analogous color (blue. The space between the two where the overlapped should become a 3rd color (green, because blue and yellow mix). TSW color all the bottles using analogous colors of their choice.

Correct color placement.

Students love this quick and simple artwork to practice coloring with pastels. Could also show details and style with descriptions/embellishments on the bottles.


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

Visual Arts Standard 2:
Using knowledge of structures and functions

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[5-8] Students compare multiple purposes for creating works of art

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Paul Cézanne

Color Field

Color/Value, Line, Shape

Drawing, Oil, Pastel