Grade 4 Port 1

Elementary School: Kindergarten through Grade 6

 Type I, 4th Grade Level Individuals
 Title: Color theory and Line Projects
 Early Assessment: Perform Domain
 Standard- 1.0 Media, Techniques, and
Processes and 2.0 Structures and Functions
 Formative Assessment: Connect Domain
 Standard- 6.0 Interdisciplinary Connections

 Time Span: First assessment began in August
and last assessment occurred in February.

 Level 4th Grade Curriculum: I Introduce and
reinforce the application of art terms (Elements of Art
and Principles of Design), techniques (blending,
tracing and cutting), and the personal development
of pride in individual craftsmanship. At the beginning
of the year I focus on color theory, warm and cool
colors, and the blending of pigments with colored
pencils and watercolor paints. Color theory projects
continue throughout the year along with making
intentional color choices, careful tracing, cutting,
painting, and constructing. Towards the end of the
year these skills integrate art making with critical
thinking skills. The students execute a cultural
project that focuses on the visual consumer culture
around us in a complex problem solving activity.

 Color Theory worksheet #1
 3 classes- Approx. 75 students
 4 students with special needs
 One class time- 45 min
 Objective: Students will fill in the
designated areas with crayons and
create either tertiary colors or brown
tones via complimentary blends. The
blended brown tones are circled.
 I created this worksheet to introduce
the careful blending of colors to
create more colors. I wanted the
students to experience how warm
and cool colors tend to make brown
tones when combined and how
colors with similar temperatures
create tertiary colors when blended.
This was an experimentation
worksheet so I did not photograph
and document the work of students
who have work represented in this
Type I evidence.
 This is evidence of the scope and
sequence.

 Painted Color wheel: 45 min class
 3 classes- approx. 75 students
 The Objective: Students will create a
circle with 6 equal parts and then paint
the complimentary 3 warm and 3 cool
colors in the appropriate places on their
color wheels.
 The teacher guided the students through
the process by demonstrating on the
white board each step and assisted
students at their tables. Students created
a color wheel by first tracing a 10 inch
circle template with pencil on board.
Using a ruler students measured 5 inches
both vertically and horizontally and made
two lines to find the exact center. Then
students aligned the ruler vertically
through the center X and penciled a long
line (bisecting line) which turned the circle
into two equal parts. Next, students
measured with their rulers 5 inches up an
angle from the base of center line, made
marks on the curved line of the circle on
both sides and then 5 inches down from
the center line as well.
Together as a class we intercepted the
opposite diagonal marks to create four
diagonal radius lines. This tracing and
measuring project created a color wheel
with 6 equal parts (of a pie) to paint our
six warm and cool complimentary colors.
 Blended Color Wheel: 45 min class
 The Objective: Students will use colored
pencils to carefully blend colors (where
designated) overlapping to create tertiary
colors and browns.
 The teacher demonstrated to the students
the proper blending technique and
explained the placement and overlapping
of the colors. Students were
experimenting with the technique and
trying to place the colors in the
designated areas. Students continued
experimenting by blending those colors
and overlapping to create either the
tertiary colors or browns (brown appeared
when two complimentary colors were
blended).
 Underlined words are vocabulary terms.

PAINTED AND BLENDED SCORE- 3
 This color wheel project met
my expectations, but there
was little experimentation
with blending and
overlapping with the colored
pencils. The measuring
instructions with the rulers
for the six sections was
difficult for this student, but
the overall result is very
nice.

my expectations, but there
was little experimentation
with blending and limited
overlapping with the colored
for the six sections was
easier for this student and
the overall result is very
nice.

my expectations and there
was more experimentation
with blending and
aggressive marks
overlapping the colored
for the six sections appears
as a confident activity for
this student and the overall
result is very nice.

Land-formations- 4 class periods 45 min each
3 classes- Approx. 75 students
4 Students with special needs
September – October (4-5 weeks)
The Objective- Students will trace, cut, and trim a black pattern to complete the warm
and cool concentric forms in their Land Formation Project. Students made the initial
pattern for the base of their land formations from a sheet of 9 inch x 12 inch black
paper. Students drew a variety of lines freehand (9 lines reviewed) near the border of
the paper with pencil and then cut out their patterns. The 9th line is the edge that
follows around the outside of a shape. The line “edge” was constantly reinforced.
This is the following sequence for the project:
trace the black pattern on a piece of colored paper
cut out the colored shape and set aside (initial color will be the base,)
 trim ¼ of an inch off around the entire diameter of the black pattern
select a contrasting warm or cool color for the next color pattern in the series.
Repeat the three steps above.
Every time you cut out a colored shape you stack them up and glue them all together
at the end of class. I am constantly monitoring and making sure the students center
their colored patterns and allow the border of the contrasting color below to be clearly
seen. Several students needed multiple attempts to practice correct tracing and
cutting methods. All efforts made by students were recognized as effective
opportunities for practicing their tracing and cutting skills.

COMPLETED PROJECT SCORE- 3
 This student met my
expectations and attempted
to maintain the integrity of
their original pattern. There
is some variation and as you
can see the pattern has
changing too drastically from
green, the base color.
Overall this project is very
interesting and the student
made nice color choices.

COMPLETED PROJECT SCORE- 3
 This student met my
expectations and attempted
to maintain the integrity of
their original pattern. There
is little variation and as you
can see from the base
pattern, large yellow color.
Overall the student was very
patient while working,
demonstrated craftsmanship
and made nice contrasting
color choices.

 Color Theory worksheet #2
 One class time- 45 min
 Objective: Students will fill in the areas of
the outlined image with their choice of a
complimentary warm and cool duo (yellow
and purple, orange and blue or red and
green) to reveal the 2-dimensional forms
in the image.
 I created this worksheet to give the
students a problem solving exercise
involving light /warm colors and shade/
cool colors. I wanted the students to think
about the temperature of the surface
facing the sun and the temperature of the
surface in the shade. This worksheet was
an experiment for them and an
assessment for me to see how well they
could distinguish the temperatures of
warm and cool. This was an activity
involving markers, students left with the
copies, so I did not photograph and
document the student’s work. I do think
the activity is relevant to the scope and
sequence of my fourth grade curriculum.

 Snack Invention- 5/6 class periods
 January – February
 The Objective- Students will create an
original snack idea using air dry clay, paint
the clay concept after it dries and finish the
invention with a completed packaging
design. The objective connects art making
with visual culture. Students have a
brainstorming worksheet to record ideas if
they need help deciding on an original name
and logo design. Students wrote down
expressive words to describe their inventions
and the way they would taste.
 The white board listed the information for the
students to design on their packages:
 the name or logo,
 the ingredients (one fruit and one vegetable),
 the expressive words describing their snack .
A list of expressive words were listed on the
white board to aid in spelling for the designs.
 As a class we discussed the nutritional
benefits of fruits and vegetables, the
vitamin and minerals they provide to us
and how the sun, earth, and water fortify
fruits and vegetables while they grow.
The students were asked to chose one
fruit and one vegetable to combine
together and invent an original food
snack. The snack could be crunchy and
sweet, made from fruit juice, but not
sugar. The snack could also be thin and
crispy and spicy or cheesy.
 The students were given a 3 inch ball of
air dry moldable clay. The students
created a small sculpture(s) from clay that
represented an original snack. The snack
depicted form, texture, scale, line, and
colors (when painted). Students
constructed their packaging from box
patterns traced and cut on colored paper.
Students designed their packages with
pre-cut labels that were drawn upon with
markers to express the name, flavors, and
some inportant nutritional value.

 First Class: Students were given a 3 inch ball of air dry
clay and asked to sculpt an original snack invention in one
or multiple pieces. Students wrote down what fruit and
vegetable they wanted to include in their snack inventions.
Students considered the colors that they wanted to have
for their snack designs based on the flavors that they
selected. Marketing ideas were emphasized to the
students; creating a snack that would look colorful, fun to
eat, interesting, and delicious! Whole class conversations
and brainstorming occurred on the first day when the
students began sculpting. Many ideas were exchanged.
 Second Class: Students made the final decisions on their
one fruit/ one vegetable ingredients, chose the colors for
their snack inventions, and painted their clay sculptures.
Students wrote down any additional nutritional ingredients,
and a possible original name.
 Third and Fourth Classes: Students began creating the
boxes for their snacks. Students chose the color of their
boxes and traced their box patterns on the colored paper.
The teacher assisted folding the boxes to make cubes and
gluing the tabs.
 Fifth and Sixth Classes- Students were given pre-cut
labels for the sides and a label with a window for the top of
their boxes. Student were instructed to list the logo/name,
ingredients, nutritional information, and expressive words
describing the way that their original snack would taste.

CLAY SCULPTURE AND
PACKAGING DESIGN SCORE- 4

CLAY SCULPTURE AND
PACKAGING DESIGN SCORE- 5

 Fourth grade curriculum focuses on 2-dimensional skills in the
fall semester and 3-dimensional projects in the spring. Line is
therefore interpreted on a 2-D surface and later on 3-D forms.
Color Theory is initially taught so students can understand the
properties of pigments and how they blend together.
Throughout the academic year I believe that these students
continued to see learn more about interpreting line and were
able to make effective color choices based on lessons from
the fall semester. Each of these student were detailed in their
craftsmanship; made effective color choices and executed
their sculptures to represent prototypes for real snacks! want
for my students to enjoy these projects and experiment with
the materials. I do not want my students to ever feel like they
are disappointed with the outcome of a project. All
experimentation leads to learning and there are NO
MISTAKES in my art room.

Grade 4 Port 1

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