Students will be able to:
- trace and cut out a symmetrical shape;
- mix different values of red paint and use them to express their feelings;
- use their imagination and problem-solving skills;
- explain their process;
- express opinions about the works.
GUESS HOW MUCH I LOVE YOU? – Colour, Value, Shape
Steps
Step One
- Use the template to trace a heart onto your white paper.
Step Two
- Carefully cut out the heart. It is a symmetrical shape.
Step Three
- Use the sponges and different colours of paint to completely cover your heart. While you are working think about these questions:
- What painting tool do you like to use? Why?
- Do the sponges look different when you stamp them with the paint?
- What shapes do you see?
- Look at the different shapes. Why do you think new shapes are created when 2 colours mix on your paper?
Step Four
- Fold a 20 cm x 25 cm (8" x 10") piece of construction paper in half lengthwise (hot dog fold).
- Place your hand and arm up to your elbow on the paper and trace it with a pencil.
Step Five
- Keep the paper folded and carefully cut around the outline of your hand and arm. You will get 2 copies by keeping the paper folded.
Step Six
- Glue a small head shot picture 6 cm x 6 cm (2.5" x 2.5") of yourself in the middle of the heart.
- Use a black fine tip marker to write Guess how much I love you . . . under the picture.
- Glue some decorative items onto the heart to make it extra special.
Step Seven
- Place the painted heart face down on the table.
- Glue both arms onto the back of the heart so they are a mirror image of each other.
- Make sure the thumbs are facing up and they are directly opposite each other.
Step Eight
- Look carefully at your completed artwork.
- How do you know that it is a symmetrical design?
- Give your creation to someone you love!
Learning Goals
Extensions
Have students:
- look for other materials around the classroom they could use to paint with;
- use the materials to create new paintings and compare the results;
- answer questions such as,
- How are the tools alike?
- What do the tools do differently?
- How are the marks different from each other? Why?
- What tools did you like working with? Why?
Prepare
- Gather required art materials and set up a painting centre.
- Mix different amounts of red and white paint in 4 containers. Make one container red, one white, and the other 2 containers different values of red from pale pink to deep pink.
- Have a variety of sponges for the students to use with the paints. Wrap elastics around a sponge so it will create lines when stamping. - Create several heart tracers for students to share. Use the whole 22 cm x 30 cm (9" x 12") sheet of heavy weight paper to make each heart tracer.
- Gather and make available books about colour theory, for example, Color Dance, by Ann Jonas; The Game of Red, Yellow, and Blue, by Herve Tullet; The Black Book of Colors, by Menena Cottin; and The Day the Crayons Quit, by Drew Daywalt.
- Download the Value poster available on this website.
- Make a sample heart with arms attached, but not painted or embellished.
Introduction
- Use an appropriate story book and the poster to introduce the concept of value (lightness or darkness of a colour).
- Explain that by practising mixing colours students can train their eyes to see subtle differences.
- Show students the heart with arms attached and fold the sample in half to demonstrate the idea of symmetrical shapes and mirror images.
- Introduce the challenge.
Activities
The Challenge
- Trace and cut out a symmetrical shape.
- Mix different values of red paint and use them to express your feelings.
- Use your imagination and problem-solving skills.
- Explain your process.
- Express opinions about the works.
The Process
- Make sure everyone understands the challenge.
- Guide students through the steps outlined in this lesson plan.
- Demonstrate how little paint is required to mix colours.
- Observe students as they work.
- From time to time ask them to stop and view their work from a bit of a distance so they can see it with 'fresh eyes'.
- Ask students:
- How did you create the different values of red you have there?
- I see different colours of pink than are in the paint containers. How did that happen?
- I see some lines and patterns. How did that happen? - Provide individual assistance and encouragement.
Sharing
- Once all the artworks are complete display them for a group discussion.
- Ask students:
- Why do we have so many different values of red and pink?
- How do you know these artworks are symmetrical designs?
- What painting tool did you like best?
- What do the colours red and pink make you feel or think of?
- What did you enjoy most about doing this activity? Why?
- How do you think the person who receives this artwork will feel? What do you see that makes you say that?
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, points to areas in the artwork, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads – Guess_tracking.pdf)
