exploring tone.
This activity encourages the exploration of the principle of tone. This activity encourages students to activity explore how colours have different shades and contrasts. The students will investigate the difference between light and dark within colours. The activity allows for students to explore the different types of tone within one or two colours and demonstrate these understands through a response based task. Similar to the previous task as AusVELS does not have an emphasis on exploring and responding for grade 1-2 students the ACARA model will be used for this task.
exploring tone lesson plan.
Lesson Topic: Exploring Tone Date: 6/4/13
ACCARA Domain: Art Grade/Year Level: 1-2
Duration: 80 minutes
Learning Outcomes
Indicators:
· The students will choose one or two of their favourite colours.
· The students will explore the darkness and lightness of colour by identifying different shades of their chosen colour in a magazine, old calendar and other colourful materials.
· The students will cut out or rip these colours and paste them onto a blank sheet to show the range of shades that can be found within a single colour.
Assessment:
· The student’s work will be collected to assess their understanding of tone.
· The teacher will observe the exploring and investigating approaches the students take to finding the shades of their chosen colours.
· The teacher will assess the language used by the students as the students share their learning with the class.
Teaching Focus:
· Managing the student’s time.
· Ensuring the students stay on topic.
· Ensuring the students are using the scissors and glue correctly
Background to Learning:
Teacher:
Chamberlin, L. (n.d). Elements and Principles. Retrieved from Learning Environment Online, April 5 2013.
Student:
· The students will have developed and understanding of colour from previous lessons.
Materials and Resources:
· Blank paper.
· Tone example sheet. (Shown in photo section of e-resource).
· Magazines.
· Old calendars.
· Coloured paper.
· Scissors.
· Glue.
· Wrapping paper.
· Cellophane.
· Grey lead pencils.
Introduction: 10 minutes
· The teacher will introduce the concept of tone by showing the students the tone example sheet.
· The teacher will explain that tone is lightness and darkness of the same colour and answer any questions that are posed by the group.
· The teacher will provide an demonstration of different tones using the tone example sheet as a basis.
· The teacher will encourage the students to investigate using a grey lead and paper.
Development: 15 minutes
· What do we know about tone?
· Is a colour always the same?
· Where might we see different tones in real life?
· How can we make a different tone with a pencil?
· What is the difference between lightness and darkness?
Consolidation and Practice: 45 minutes
· The students will choose their focus colour.
· The students will investigate the difference between shades, lightness and darkness by pressing lightly and with high pressure using their grey lead pencil.
· The students will investigate the types of shades, shadow and tones throughout the magazines and other materials.
· The students will paste onto their sheets different shades and tones to represent their understandings.
Closure: 10 minutes
· The students will discuss their work with the class and consolidate their learning.
Post lesson Review:
- Determine the student’s understandings, attitudes and skills developed through observation.
- Assess if outcomes were achieved by correcting the student’s tone representation pages.
ACCARA Domain: Art Grade/Year Level: 1-2
Duration: 80 minutes
Learning Outcomes
Indicators:
· The students will choose one or two of their favourite colours.
· The students will explore the darkness and lightness of colour by identifying different shades of their chosen colour in a magazine, old calendar and other colourful materials.
· The students will cut out or rip these colours and paste them onto a blank sheet to show the range of shades that can be found within a single colour.
Assessment:
· The student’s work will be collected to assess their understanding of tone.
· The teacher will observe the exploring and investigating approaches the students take to finding the shades of their chosen colours.
· The teacher will assess the language used by the students as the students share their learning with the class.
Teaching Focus:
· Managing the student’s time.
· Ensuring the students stay on topic.
· Ensuring the students are using the scissors and glue correctly
Background to Learning:
Teacher:
Chamberlin, L. (n.d). Elements and Principles. Retrieved from Learning Environment Online, April 5 2013.
Student:
· The students will have developed and understanding of colour from previous lessons.
Materials and Resources:
· Blank paper.
· Tone example sheet. (Shown in photo section of e-resource).
· Magazines.
· Old calendars.
· Coloured paper.
· Scissors.
· Glue.
· Wrapping paper.
· Cellophane.
· Grey lead pencils.
Introduction: 10 minutes
· The teacher will introduce the concept of tone by showing the students the tone example sheet.
· The teacher will explain that tone is lightness and darkness of the same colour and answer any questions that are posed by the group.
· The teacher will provide an demonstration of different tones using the tone example sheet as a basis.
· The teacher will encourage the students to investigate using a grey lead and paper.
Development: 15 minutes
· What do we know about tone?
· Is a colour always the same?
· Where might we see different tones in real life?
· How can we make a different tone with a pencil?
· What is the difference between lightness and darkness?
Consolidation and Practice: 45 minutes
· The students will choose their focus colour.
· The students will investigate the difference between shades, lightness and darkness by pressing lightly and with high pressure using their grey lead pencil.
· The students will investigate the types of shades, shadow and tones throughout the magazines and other materials.
· The students will paste onto their sheets different shades and tones to represent their understandings.
Closure: 10 minutes
· The students will discuss their work with the class and consolidate their learning.
Post lesson Review:
- Determine the student’s understandings, attitudes and skills developed through observation.
- Assess if outcomes were achieved by correcting the student’s tone representation pages.