Running head: THEMATIC UNIT 1

THEMATIC UNIT

Alyssa Pilarcik

Kaplan University

ET:503

THEMATIC UNIT 2

Unit Title: Dr. Seuss Color Scheme Landscapes

Subject: Art

Grade Level: 5th

Objective:

What? Students will learn about foreground, middle ground, and background along with

learning about the different color families.

How? By viewing and discussing images of landscapes then creating a landscape in the

style of Dr. Seuss that includes a foreground, middle ground, and background and coloring

different elements of the landscape with different color families.

Why? In order to be able to identify and create space and color families in a work of art.

Standards and Indicators

AR.500.20: Use the “language” of visual form and those elements and design concepts

which can be identified when observing art

AR.500.20.01: Define, practice, and use the following art vocabulary through out the

year

AR.500.20.01a: ART ELEMENTS:

Color Primary, Secondary, Warm, Cool,

Neutral, Complimentary, Value,

Monochromatic, Shade, Tint,

Tertiary, Hue

Space Overlapping, Background, Middle ground, Foreground,

AR.500.55: Use art elements to give a composition a sense of structure and unity

representing ideas visually from observation, memory and imagination

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AR.500.55.01: Define, explore, and apply the following art concepts

AR.500.55.01a: ART ELEMENTS: (1.3a, 3.2b, 3.1, 3.1a)*

Color Primary, Secondary, Warm, Cool, Neutral,

Complementary, Value, Monochromatic, Shade, Tint

Line Thick, Thin, Dotted, Dashed,

Space Overlapping Positive, Negative

Background, Middle ground, Foreground

AR.500.55.02: Create artwork by subject matter

AR.500.55.02b: Landscape

Lesson One: Landscapes and Space

Objective: The students will learn about the art element of space in order to be able to identify

and create foreground, middle ground, and background in works of art.

Students will be able to identify foreground, middle ground, and background in

works of art.

Students will be able to identify landscapes as a subject matter in art.

Students will create a landscape through drawing.

Students will create a foreground, middle ground, and background in their own

artwork.

Materials

Pencils

Resources

Computer

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Projector

Images of Landscapes on a PowerPoint Presentation

Space Worksheet

ActivInspire Flipchart on foreground, middle ground, and background

ActivSlate

Teacher Example

Warm Up

The teacher will put images on the board of artworks of different landscapes. Students will talk

in groups at their tables about what the pictures have in common and what is different about the

pictures. Students will then share their thoughts with the entire class. Students will talk about

landscapes as a subject matter in art.

Introduction

The teacher will explain that the next artwork students will be working on will be a landscape

that includes foreground, middle ground, and background, along with different color schemes in

different parts of the landscape. The teacher will explain that the focus for today will be space

(foreground, middle ground, and background). Students will point out the foreground, middle

ground, and background in each of the landscapes they looked at. The teacher and students will

discuss the location of foreground, middle ground, and background in works of art (the

foreground is usually toward the bottom of the artwork, the middle ground is usually in the

middle, and the background is usually more toward the top of an artwork). The teacher will ask

students other ways off telling if something is in the foreground, middle ground, and

background. Students should be able to talk about size (things in the foreground are bigger than

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things in the background) and overlapping (things in the foreground overlap things in the

background).

Instruction/Demonstration

The teacher will explain to students that they will need to plan out their landscape before they

begin drawing. Students will need to include at least 9 different things in their landscape. The

sky and the ground may each count as 1 element. Students may also include 2 of the same thing

and that would count as 2 different elements of the landscape. (They will need 9 because there is

going to be 9 different color schemes they need to include in their artwork; this will be the focus

on day 3).

As they get ideas, they will fill out the planning sheet to determine what aspects of the landscape

will be in the foreground, what will be in the middle ground, and what will be in the background.

The teacher will show how to fill out the worksheet based on the teacher example of the artwork.

Guided Practice

Students will begin thinking about the elements they would like they include in their landscape.

They will fill out the worksheet by writing and sketching their ideas for what they would like to

include in the foreground, middle ground, and background.

Closing

Space FlipChart on ActivInspire. Students will display knowledge of foreground, middle ground

and background by using the ActivSlate to place different elements of a landscape onto a picture

plane to show foreground, middle ground, and background.

Assessment

The teacher will use student performance on the ActivSlate activity to assess student

understanding of foreground, middle ground, and background.

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Technology

The technology in this lesson includes a PowerPoint Presentation with images of landscapes.

The images will be projected on the board, which will allow for all students to see. The other

technology being used is ActivInspire and the ActivSlate. The ActivSlate is a way to have

students interact with what is on the board. All students are able to see and learn from what

other students are doing. Students are also involved and eager because they enjoy using the

ActivSlate.

Lesson Two: Dr. Seuss Artist and Style

Objective

The students will learn about the artist Dr. Seuss and his style by looking through books and

viewing and discussing a PowerPoint Presentation in order to be able to discover cartoon as a

style of artwork and to be able to create a similar style in their own artwork.

Students will compare styles of artworks.

Students will discuss the characteristics of cartoon art.

Students will practice drawing a landscape in a cartoon style of art.

Materials

Pencils

18 by 12 inch white paper

Resources

Dr. Seuss books (3-4 for each table)

PowerPoint Presentation on Dr. Seuss

Computer

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Projector

Teacher Example

Warm Up

Each table will receive 3-4 Dr. Seuss books. Students will look through the books and discuss

what they see with the other students at their table. Students will then share what they discussed

in a class discussion.

Introduction

The teacher will ask students how the images of the landscapes they viewed in the previous

lesson compare to the images in the Dr. Seuss books. Students should be able to point out that

the landscape images were much more realistic and the images in the Dr. Seuss books are very

cartoonish and unrealistic.

The students will view a PowerPoint Presentation on Dr. Seuss. The teacher will discuss the life

of Dr. Seuss and the style of the artwork Dr. Seuss created. The PowerPoint will include images

of landscapes that Dr. Seuss illustrated in order for students to compare the realistic landscapes

to the cartoon landscapes.

The teacher will also show the characters tab on Seussville.com and select a few short videos

from the website Seussville.com to show students for further inspiration.

Instruction/Demonstration

The teacher will explain to students that the different elements of their landscape will be in a

similar style of Dr. Seuss. The teacher will demonstrate different ways to big drawing a

landscape in order to include a foreground, middle ground, and background.

Guided Practice

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Students will begin sketching their landscapes. They will use their worksheets from the previous

lesson to help decide what they will be drawing. They will also use the Dr. Seuss books for

inspiration on how to draw specific aspects of their landscape using a similar style as Dr. Seuss.

Closing

Students will share with the class the different elements they are including in their landscapes.

They will share pictures they found in the Dr. Seuss books as inspiration.

Technology

The technology in this lesson uses a PowerPoint presentation on Dr. Seuss. It will be projected

on the whiteboard for all students to see. Students tend to respond well to PowerPoints rather

than reading a textbook because they are being given the information they need and the images

are also bigger. This lesson will also be using an interactive website, Seussville.com. This

allows students to watch videos and explore the different Dr. Seuss characters.

Lesson Three: Color Schemes

Objective

The students will learn about different color schemes by looking at a color wheel and coloring

using different color families in order to be able to identify and create color schemes in a work of

art.

Students will color an element of their landscape with primary colors.

Students will color an element of their landscape with secondary colors.

Students will color an element of their landscape with warm colors.

Students will color an element of their landscape with cool colors.

Students will color an element of their landscape with complementary colors.

Students will color an element of their landscape with neutral colors.

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Students will color an element of their landscape with monochromatic colors.

Materials

Pencils

18 by 12 inch white paper

Colored Pencils

Resources

Teacher example

Color Scheme Worksheets

Computer

Projector

Color Scheme Tunnel ActiveInspire flipchart

ActivSlate

Warm Up

Each table will receive a color family worksheet. Students at each table will work together to fill

in the colors of each color family.

Introduction

The teacher will introduce the term color scheme and talk about how specific groups of colors

make up a color family. Students will receive their own color family worksheet. The class will

work together to fill out the worksheet. The teacher will complete the worksheet on the

document camera so that all students can see.

Instruction/Demonstration

The teacher will explain that each element of the landscape will be colored with a different color

family. Students will use the other half of the color family worksheet to determine what color

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family they would like to use for each aspect of their landscape. The teacher will demonstrate

how to fill out the worksheet based on the teacher example of the artwork.

Guided Practice

Students will fill out the remainder of their color scheme worksheet in order to determine which

elements in their landscape will be colored with each color scheme. Once finished with their

worksheet, they will color their landscape with colored pencils making sure to color each

different element a different color scheme. When finished, students will fill out the self-

evaluation grading sheet and the formative at the bottom of the sheet.

Closing

Color Scheme Tunnel FlipChart. Students will demonstrate knowledge of color schemes by

looking at a group of colors and saying which color family they belong to.

Technology

The technology being used in this lesson includes ActivInspire and the ActivSlate. This

technology allows students to be engaged in what they are doing because they are interacting

with the information they are learning.

Evaluation

The teacher will be doing a continuous informal evaluation by walking around the class to check

for understanding and effort.

The teacher will also use questioning as a form of informal evaluation.

The formal evaluation will determine the student’s grade for the project based on the following

criteria:

Creating a landscape with a foreground, middle ground, and background.

Using a primary color scheme and a secondary colors scheme.

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Using a cool color scheme and a warm color scheme.

Using all 3 complementary color schemes.

Using a monochromatic color scheme and a neutral color scheme.

Creating artwork in the style of Dr. Seuss.

Taking time and showing neatness and creativity.

Completing the artwork.

There will also be a brief formative at the bottom of the grade sheet. The formative will ask

questions about the artwork and vocabulary that students will answer to demonstrate

understanding.

Special Education Considerations:

Students may need assistance filling out worksheets.

Students may need a color wheel to refer to in order to help remind them of the color families.

Students may need a scribe to assist in filling out the self-evaluation grading sheet.

THEMATIC UNIT 12

Title your artwork______________________________

Label the foreground, middle ground, and background.

Use colored pencils to show the color schemes listed.

Warm Cool Primary Secondary Neutral

Monochromatic Complementary

Artwork Grading Sheet - Gr. 5 Dr. Seuss Color Landscape

Name:____________________________ Class: 5-______

Fill in the shaded area of the artwork rubric below using the criteria listed.

Artwork Criteria (Points Possible) Points Earned

Points Earned

Student Teacher

I created a landscape with a foreground, middle ground, and background. (4 Points)

I used a primary color scheme and a secondary color scheme. (2 Points)

I used a cool color scheme and a warm color scheme. (2 Points)

I used all 3 complementary color schemes. (2 Points)

I used a neutral color scheme and a monochromatic color scheme. (2 Points)

I created my artwork in the style of Dr. Seuss. (2 Points)

I took my time and showed neatness and creativity on my artwork. (4 Points)

I completed my artwork. (2 Points)

Artwork Total: