Splashing into Colour

Lesson Overview

• Grade Level: Year 4 (Ages 8-9)
• Duration: 60 minutes
• Class Size: 30 students (7 students working in differentiated groups)
• Subject: Art and Design

Learning Objectives

• Understand the Basics of Colour Theory: Students will learn about primary, secondary, and tertiary colours.
• Create a Summer-themed Colour Wheel: Students will apply their understanding of colour mixing to create a vibrant colour wheel.
• Collaborative Learning: Students will work in groups to enhance their teamwork and communication skills.

Curriculum Links

• Art and Design National Curriculum:
  • Develop ideas through sketching, painting, and mixed media.
  • Use a range of materials and techniques to explore shape and colour.

Resources Needed

• A3 watercolour paper (one sheet per student)
• Watercolour paints (primary colours)
• Brushes (various sizes)
• Mixing palettes
• Water containers for rinsing brushes
• Paper towels
• Pencils and erasers
• Colour wheel handouts
• Visuals of summer-themed items (beaches, sunsets, flowers)

Lesson Structure

1. Introduction (10 minutes)

• Greetings and Set Expectations: Begin with a positive greeting, encouraging students to discuss what they associate with summer.
• Mini Discussion: Ask students to name colours they think represent summer (e.g., bright yellow, ocean blue, grass green).
• Introduce Colour Theory: Briefly explain primary (red, blue, yellow), secondary (green, orange, purple), and tertiary colours.

2. Warm-Up Activity - Colour Wheel (25 minutes)

• Demonstration (5 minutes): Show students how to create a colour wheel using primary colours to produce secondary colours. Explain the sequence and layout (primary colours at the wheel's core, secondary colours in between).

• Group Work (15 minutes): Split students into groups of 4-5.

  • Each group will receive a large sheet of A1 paper to design a colourful summer-themed colour wheel.
  • Instruct students to use watercolour paints to mix and create the colours demonstrating their understanding of colour theory. Remind them to think about colours that represent summer. Encourage them to experiment with mixing and to create gradient effects.

3. Showcase and Discussion (15 minutes)

• Gallery Walk (10 minutes): Arrange the finished colour wheels around the classroom. Have students walk around to observe each group’s work.
• Feedback Session (5 minutes): Facilitate a class discussion where students can share what they learned about colour mixing. Prompt questions such as:
  • What colour combinations surprised you?
  • Which colours do you think best represent summer and why?

4. Conclusion and Clean Up (10 minutes)

• Recap Learning Objectives: Review what was learned regarding colour theory and teamwork. Emphasise the importance of colours in art and everyday life.
• Clean-up: Have designated students in charge of cleaning materials and ensuring the area is tidy.

Differentiation Strategies

• For Advanced Learners: Encourage exploration of analogous and complementary colour schemes, and allow them to create a secondary project using one of these themes.
• For Struggling Learners: Provide additional support by pairing them with peers, and offer step-by-step guidance during the colour mixing process.
• For EAL Students: Use visuals and colour flashcards to support their understanding of key terms.

Assessment

• Formative Assessment: Observe student engagement and participation during discussions and group activities.
• Reflection: A follow-up activity where each student writes or sketches what they learned about colours in their sketchbook, providing insight into individual understanding.

This lesson plan is designed to cater to diverse learning needs while ensuring deep understanding of colour theory. By connecting art to summer themes, students can make personal connections to their work, setting a vibrant tone for the entire unit.