Magic of Colour

Year Level

New Zealand Curriculum Refresh: Years 0-2 (Foundation Phase)

Duration

60 minutes

Topic

The Magic of Colour Tints and Shades

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Curriculum Links

Learning Area: The Arts – Visual Arts
Strand: Creating
Level: Foundation (Years 0-2)
Achievement Objective:

• Explore and describe ways to create and organise images, objects, and artefacts (e.g. using colour, shape, tone) .
• Explore and use the elements of art (colour, shape, texture) to communicate ideas and feelings .

Key Competencies:

• Thinking: Making sense of ideas and applying them.
• Managing Self: Managing personal learning and development.
• Relating to Others: Recognising diverse ways of showing creativity.
• Using Language, Symbols and Texts: Using visual symbols and colours to express ideas .

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Learning Objectives

By the end of the lesson, students will be able to:

• Understand what tints and shades are (tint = colour + white, shade = colour + black).
• Create tints and shades of selected colours.
• Use these tints and shades to form a smooth colour gradient.
• Describe their work using simple art vocabulary (light, dark, bright, dull).

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Success Criteria

• I can mix white with a colour to make a tint.
• I can mix black with a colour to make a shade.
• I can paint a gradient from light to dark using tints and shades.
• I can show my colour gradient in a picture and talk about it.

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Resources

• Tempera or poster paints in primary colours
• White and black paint
• Paint palettes or trays
• Paintbrushes, water cups
• Gradient templates (simple strips divided into 5 equal parts)
• Plain white paper or card for final artwork
• Aprons or smocks
• Visual display/chart showing examples of tints and shades
• Colour journals/notebooks for extension learners

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Lesson Outline

Time	Activity	Description & Teacher Notes
0-10 min	Introduction and Engagement

• Show a colour wheel or colour chart. Talk about colours the students know.
• Introduce tints and shades with simple language: “When we add white paint to a colour, it gets lighter – we call that a tint.” “When we add black paint, it gets darker – we call that a shade.”
• Show examples (on chart) of a red tint and a red shade.
• Check student understanding by asking simple questions: “What happens when we add white?” “What about black?”
• Use bullet points and visuals to support comprehension (dyslexia-friendly).

| 10-30 min | Guided Practice: Mixing Tints and Shades |

• Give each student a small set of 3 colours (e.g. red, blue, yellow), plus white and black paints.
• Demonstrate how to create one tint and one shade for a selected colour on a palette.
• Students create their own tints and shades in their palettes (offer pre-mixed paints for fine motor challenges).
• Circulate assisting students, offering templates with step-by-step bullet points:
  • Start with colour
  • Add white little by little (for tints)
  • Add black little by little (for shades)
• Encourage use of language like “lighter,” “darker,” “more white,” “more black.”

| 30-50 min | Creating a Colour Gradient Project |

• Hand out gradient templates with 5 segments. Explain painting a gradient from the lightest tint on one end to the darkest shade on the other.
• Model painting the gradient (e.g., blue tint to blue shade).
• Students paint their gradients using the tints and shades they prepared.
• Provide templates for those needing support.
• For students with additional needs, allow use of brushes with wider tips or pre-mixed paint gradients.
• Play gentle music and create an encouraging atmosphere to keep attention engaged.

| 50-60 min | Reflection and Sharing |

• Gather students in a circle with their artworks.
• Ask students to share their favourite part of their gradient.
• Prompt with questions such as “Can you show me where the lightest colour is?” “What colour did you add to make it darker?”
• Summarise the lesson: Revisit key facts about tints and shades.
• Introduce extension for advanced learners: Keeping a personal Colour Journal recording what colours they used and writing/drawing how the colours changed through tints and shades.

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Differentiation Strategies

• Fine motor support: Provide pre-mixed tints and shades for students who find mixing difficult.
• Learning templates: Use gradient templates marked with numbered steps or colour cues.
• Language support: Use bullet points, visual anchors for process steps, and repeat key vocabulary.
• Scaffolded questioning: Provide sentence starters like “I made the colour lighter by …”
• Flexible grouping: Pair students for peer support during mixing and painting.
• Use of visual examples with clear contrasts to support comprehension.

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Extension Activities

• Create a Colour Journal documenting each mixing experience with drawings and simple sentences or bullet points (for advanced learners).
• Explore mixing tints and shades with secondary colours (purple, green, orange).
• Investigate natural examples of tints and shades in the environment (cloud shadows, leaves).
• Encourage students to experiment with making colour gradients on their own time at home or school.

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Assessment & Feedback

• Observe students’ ability to mix white and black to create visible tints and shades.
• Look for participation in the gradient painting and verbal descriptions during reflection.
• Use simple oral feedback aligned to success criteria, e.g., “I can see you made a nice dark shade here, great mixing!”
• Encourage self-assessment with questions: “Do you think your gradient goes from light to dark?”
• Track engagement and ability to follow steps for differentiation insights.

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Teacher Reflection Points

• Did students understand the concept of tints and shades?
• Were the processes manageable within 60 minutes for this age group?
• How effective were the differentiation strategies?
• What worked well to maintain attention and engagement?
• How did the dyslexia-friendly options support comprehension?

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This lesson plan ensures creativity, hands-on learning, and inclusivity aligned with the New Zealand Curriculum Refresh for Years 0-2, promoting foundational visual arts skills alongside key competencies essential for lifelong learning .