(UN.1L.

1) 1 of 2 Name: Georgi Beck

DAILY PLAN
Lesson Title: Psychology of Color Grade Level:9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
-Each individual understands and interprets art differently based on their culture/world
- Artist and viewers biophysical response to each work is dependent on the time period
in which the work was created and the person’s knowledge of that time period
- Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
- Knowledge of how the brain processes the elements present in art informs how the art
is interpreted

Daily Formal Qualities (Elements & Principles of Design):

-color -line -shape -texture

Overall Lesson Objective: Given a presentation on the science and psychology of color,
students will create a monochrome collage on their workbooks using magazines,
scissors, glue sticks, and mod podge.

Daily Objectives:
-Given a presentation on the psychology of color, students can clearly identify and
theorize how artists use color to elicit specific biophysical reactions from the viewer
-Student creates a monochrome collage in the design or composition of their choice with
glue sticks, magazines, scissors, and mod podge on their workbook

Assessment Criteria:
-Students can clearly identify and theorize how artists use color and line to elicit specific
biophysical reactions from the viewer
-Student creates a monochrome collage on the front of their workbook in the design of
their choice using scissors, magazines, glue sticks, and mod podge

Teaching Resources Needed to Support the Lesson:

-PowerPoint Presentation -Computer -Projector

Artists:
-Various artists from Art Game

Art Materials Necessary for the Lesson:

-workbooks -magazines -gluesticks -scissors -mod podge
 Teacher Directed Activities
Introduction: (17 minutes)
Teacher begins the lesson with a PowerPoint
Presentation. This presentation will highlight
the science of color, and the concept of a
biophysical reaction. Throughout the
presentation the teacher will have students
take notes on key concepts and vocabulary
denoted by a black/white star.
Student Directed Activities
Introduction:
Students will take notes on key concepts
and vocabulary during the presentation.
Students gain an understanding of
structure of the curriculum

Students will also gain an understanding of

the structure of the curriculum in its entirety
and understand workbook expectations.

Development: (24 minutes) Development:

Students will be instructed to create a Students create their monochrome
monochrome collage on the front of their collage design on the front of their
workbooks. They will use magazines to cut workbook using magazine cutouts,
out the color of their choice and create a scissors, glue sticks, and mod podge.
composition or arrangement of their choice
on their workbook. Once they have glued
down their composition, they will apply a
layer of mod podge. This will allow for the
composition as a whole to protect it for the
rest of the semester.

Conclusion: (4 minutes) Conclusion:

Students will be instructed to clean up their Students will clean up their area and put
area and put away materials away materials
(UN.1L.1) 2 of 2 Name: Georgi Beck
DAILY PLAN
Lesson Title: Psychology of Color Grade Level:9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
-Each individual understands and interprets art differently based on their culture/world
- Artist and viewers biophysical response to each work is dependent on the time period
in which the work was created and the person’s knowledge of that time period
- Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
- Knowledge of how the brain processes the elements present in art informs how the art
is interpreted

Daily Formal Qualities (Elements & Principles of Design):

-color -line -shape -texture

Overall Lesson Objective: Given an association game using a variety of visual art
examples in which students sort the art into categories of the 6 basic human emotions
and a presentation on the cultural, historical, personal connections of color and artistic
choices made when using line, students will gain an understanding of how to effectively
use and interpret color and line in art.

Daily Objectives:
-Students will engage in Art Game based on sorting various art examples into the basic
6 human emotions and engage in discussion about what informed their decision
-Given a presentation on the psychology of color and line, students can clearly identify
how artists use color and line to elicit specific biophysical reactions from the viewer

Assessment Criteria:
-Students can clearly identify and theorize how artists use color and line to elicit specific
biophysical reactions from the viewer
-Student engages in Art Game based on sorting various art examples into basic 6 human
emotions, and students will participate in discussion about why they sorted art into
specific categories

Teaching Resources Needed to Support the Lesson:

-PowerPoint Presentation -Computer -Projector
Artists:
-Pablo Picasso (The Old Guitarist) -Van Gogh (Sunflowers) -Taj Mahal

Art Materials Necessary for the Lesson:

-art game –workbooks -pencils
 Teacher Directed Activities Student Directed Activities
Introduction: (22 minutes) Introduction:
The students will engage in a visual arts Students will participate in sorting game
game to gain a deeper connection to their and discussion following. This game will
own interpretations of art. The teacher will set up their own personal understanding
give out 2 art examples that include of color and line.
examples of fine art, commercial art, visual
culture, and will include both historical and
contemporary examples. Students will be
instructed to sort their 2 examples into one of
the 6 basic human emotions, anger,
happiness, disgust, sadness, surprise, and
fear based on how that art makes them feel.
They will be given about 1 minute to sort their
example. The teacher will provide a large
wall space where all examples can be seen,
and each emotion is clearly denoted.
The teacher will then engage the students in
discussion and get students thinking about
why they made their choice:
1.Why did you match this piece with this
emotion?
2.What about the works makes you feel this
way? Is it the line, shape, color, composition,
subject?
3.Would anyone have sorted this differently?
Why?
4.Is your interpretation different than your
peers? Why?
5.How did the artist use color to lead you to
have a specific biophysical reaction?
Development: (18 minutes) Development:
Teacher builds off game with PowerPoint Students will take notes on key concepts
Presentation that continues from the and vocabulary during the presentation.
previous day, highlighting historical context Students will participate in discussion as
and use of color, cultural context of color, asked
and its connection to human psychology.
Teacher will also discuss the impact of line
and students will theorize how artists use
both line and color to elicit specific
biophysical reactions from the viewer.
Throughout the presentation the teacher will
have students take notes on key concepts
and vocabulary denoted by a black/white
star. Teacher will point out specific examples
and ask students to provide further examples
developed in the game
Conclusion: (2 minutes) Conclusion:
Students will clean up the art examples from Students will clean up the game and put
the game and put away their workbooks in a away their workbooks
designated area.