Your Name: Jessica Symes

Enduring/Big Idea: Embedded within the human condition is the ability to experience,
express and empathize with emotions.
Lesson Title: Mood Cubes
Grade/Class: 6th-8th Grade
Time Allotment: 40 Minutes/10 Days/2Weeks

LESSON PLAN OVERVIEW:

1. Rationale: Art has amazing capabilities that allow artists to create works of art that
acts as a vessel for humans to experience moments and feelings collectively. The
beauty of art is that it allows for a vast variety of interpretations. Through self-
expression, artists can connect and influence viewer to have a reaction to their work
while creating an opportunity for unique and personal experience. In art, color and
expressive lines have significant power to capture a feeling. As students learn about
these powers that elements have and how their combination enhances their artwork,
they will simultaneously develop self-awareness through expression.

2. Lesson Summary: Throughout this lesson, students will be exploring with colors
schemes and expressive lines through building a cube and designing their artwork to
reflect a particular emotion. Students will work through a series of activities
informing them on the different color groupings, how to blend colors with stippling
and how to use the zentangle method to create designs. To take their work a step
further, students will collaboratively design an installation of their work.

3. Artworks, artists and/or artifacts:

George Seurat:

Paul Signac:
Life Cube Project (Interactive Installations):

Marcus K. Garcia (3D Pointillism) :

4. Key concepts
• Through color, one can create messages and communicate with the viewer.
• Through elements and principles of design artist can convey emotions.
• Humans perceive and respond to art in unique ways.
• Presentation of an artwork further enhances the meaning of the piece.
 5. Essential Questions
• How does color communicate?
• How do artist portray emotions?
• Why do you humans perceive and respond to art in different ways?
• What does presentation of an artwork allow artist to do?

6. Standards
a. National Core Arts Standards

6th Grade 7th Grade 8th Grade

VA:Cr1.2.6a Formulate an VA:Cr1.2.7a Develop criteria VA:Cr1.2.8a Collaboratively
artistic investigation of to guide making a work of art shape an artistic investigation
personally relevant content for or design to meet an identifiedof an aspect of present day life
creating art. goal. using a contemporary practice
of art and design.
VA:Cr2.1.6a Demonstrate VA:Cr2.1.7a VA:Cr2.1.8a Demonstrate
openness in trying new ideas, Demonstrate persistence in willingness to experiment,
materials, methods, and developing skills with various innovate, and take risks to
approaches in making works of materials, methods, and pursue ideas, forms, and
art and design. approaches in creating works meanings that emerge in the
of art or design. process of art making or
designing.
VA: Pr5.1.6a Individually or VA:Pr5.1.7a Based on criteria, VA:Pr5.1.8aCollaboratively
collaboratively, develop a analyze and evaluate methods prepare and present selected
visual plan for displaying for preparing and presenting theme based artwork for
works of art, analyzing exhibit art. display, and formulate
space, the needs of the viewer, exhibition narratives for the
and the layout of the exhibit viewer.
VA:Re.7.2.6a Analyze ways VA:Re.7.2.7a Analyze VA: Re.7.2.8a Compare and
that visual components and multiple ways that images contrast contexts and media in
cultural associations suggested influence specific audiences. which viewers encounter
by images influence ideas, images that influence ideas,
emotions, and actions. emotions, and actions

7. Interdisciplinary connections: Students will be utilizing ELA skills through reflecting

on their artwork and its meaning by responding with a narrative, story, or other
writing-based responses.

OBJECTIVES:

KNOWLEDGE:
• Students will be able to transfer knowledge about how elements of design
work together to share a message through writing a reflective sentence about
their artwork.
 • Students will be able to expand their understanding of color groupings and
drawing technique through completing a series of practice assignments.
SKILLS
• Students will be able to utilize stippling techniques to create different hues of
color through layering.

• Students will be able to put into action the combination of certain elements to
express meaning in their work.

DISPOSITIONS
• Students will be able to determine what makes their artwork personal and
unique through verbal and written explanations reflecting on their work.

ASSESSMENT

Pre-Assessment:

• Color Groupings Discussion

Formative Assessment:

• Color Wheel and Stippling Value Scale

• Complementary, Analogous, Monochromatic Color Groupings
• Zentangle Design Practice
• Cube Template
• Reflective Journal Prompt

Summative Assessment:

• Project Rubric

INSTRUCTIONAL PROCEDURES:

Day 1: Understanding Color Schemes (Primary, Secondary, Tertiary)

MOTIVATION

5 Minutes- What is your favorite color? Post response in the group chat. Give students an
opportunity to share theirs out loud and explain why that is their favorite color.

DEVELOPMENT

5 Minutes- Teacher introduces the new project, Mood Cubes, to students using share
screen and verbal explanations. Express to students that this project deals with color and
 line in unique ways. Following the introduction of the lesson, the teacher explains to
students that today we are starting a series of practice assignments to get them geared to
create their Mood Cubes.

5 Minutes- Teacher gets up the kahoot and presents students with the link to get in. After
students play the kahoot about color groupings and pointillism/stippling.

10 Minutes- Teacher shares screen and shows students the color wheel example with the
stippling technique and explains to students what they will be creating today. The teacher
articulates to students that the color groupings have a relationship with one another and
the placement of them on the color wheel is very important. Following this verbal
instruction of what color groupings are needed on their color wheel, teacher plays the
video on how to create their color wheels. After the video, the teacher goes over some
important techniques to use when stippling: hold you hand on the paper and do not slam
the tip of your marker down on the paper, this will ruin your marker and create dashes
instead of dots and for your tertiary colors you will be mixing both a primary and a
secondary color through stippling.

15 Minutes- Students will have the remainder of the classroom to work on their color
wheels. Stress to students that these will be due the following day. Explain to students
that these will be graded out of 15 points. (Primary (3 points), Secondary (3 points),
Tertiary colors (6 points) and stippling value scale( 3 points). Express that when looking
at the tertiary colors the teacher is looking for variations in hues from the primary and
secondary colors and that there is an even blend with their tertiary colors.

CULMINATION/CLOSURE

5 Minutes- As the class comes to a close, ask the students to pack up their things. Before
students leave the class, ask for three participants to share out one important thing they
took about the primary, secondary, and tertiary colors as well as from the creation of their
color wheel.

Day 2: Color Wheel/Color Scheme Blending Practice

MOTIVATION

5 Minutes- Displayed on screen at the beginning of class is “A Sunday Afternoon on the

Island of La Grande Jatte” by Seurat. As students the question: What do you see? After
students look at the artwork and respond, share a close-up image so students can see the
technique uses. Explain to student that the technique uses is pointillism and that students
are creating something very similar with their stippling. After explain pointillism, share
work from Signac and point out the similarities and difference between the two artists.

DEVELOPMENT
 5 Minutes- Before explaining the tasks for today’s class, instruct the students to pull out
their color wheels and markers. Inform students that todays priority is finishing their
color wheel. Before students get started, the teacher explains how to create a value scale
with stippling and prompts students who have finished their color wheel to move on to
the next practice activity. Inform students that in about 15 minutes, there will be a video
presented about the next color groupings students will be working with.

15 Minutes- While students work on their color wheels, the teacher circulates the room
and offers pointers to students while also catching up on grading. After 15 minutes, the
teacher prepares the video about how to complete complementary colors, analogous, and
monochromatic colors with their markers.

5 Minutes- Teacher plays video. At the end of the video demonstration, the teacher
encourages students who have finished to start with their complementary colors schemes
first.

5 Minutes- Teacher finishes up grading students color wheels and gauging the progress
of students. Teacher mentions to students that the complementary, analogous, and
monochromatic colors will be due by the end of class tomorrow.

CULMINATION/CLOSURE

5 Minutes- Ask students to put away their work from today. Before students leave the
class, ask the question: How do you think color communicates messages? Have student
write their response on their paper quickly.

Day 3: Complementary, Analogous, and Monochromatic Colors

MOTIVATION

5 Minutes- Teacher presents a color wheel on the screen for students to look at. Have
students choose three colors off of their color wheel and jot down a list of emotions that
could coincide with those colors. Offer and opportunity for students to share out their
thoughts. Before closing out with the warm up- ask: Can color communicate emotions?
Why or why not?

DEVELOPMENT

5 Minutes- Inform students that today the focus is finishing their complementary,
analogous, and monochromatic color schemes. Before students get started, the teacher
shares the video from the previous class again with students in case they were still
working on their color wheels last time.

25 Minutes- Students will be allotted the remainder of the class to complete their color
schemes practice. Tell students that they will be graded out of 5 points for each of their
 color schemes. As students get to work, the teacher walks around the room and offers
assistance to students and grades work. While students work, the teacher calls out
different colors from the color wheel and inquires students to think about what emotion
they convey.

CULMINATION/CLOSURE

5 Minutes- Ask students to pack up their things. Before students exit the classroom, have
them write on their paper one color that reflects their current mood and what color
scheme they could use to communicate that message.

Day 4: 4 Mini Zentangles

MOTIVATION

5 Minutes- Displayed on screen is Garcia’s work. Students are asked: What material is
this artwork made out of? After students discuss, teacher shares an up-close image of the
artwork. Explain to students that a couple of classes ago we looked at Seurat and Signac’s
paintings and how they used pointillism to blend colors. However, artist are not just
restricted to using paint. 3D artwork is being created using a very similar method.

DEVELOPMENT

5 Minutes- Before students hop into the zentangle practice, explain to students that
design combined with color has very powerful capabilities to express emotion. Draw this
back to Garcia’s work, and how he is using patterns/designs to enhance his artwork.
Following this, the teacher shares pictures of zentangle patterns and informs students that
they will be creating 4 small squares filled with patterns.

10 Minutes- The teacher walks students through the zentangle method using verbal
instructions. Following this, the teacher shares a video with students about how to create
their own zentangle and how the method is meditative. Mention to students that they
should have four practice designs done by the end of class.

15 Minutes- Students are allotted the remainder of the class to work on their designs. As
students work. The teacher check in one on one with students. Encourage students to
share their designs with the teacher before the end of the class period.

CULMINATION/CLOSURE

5 Minutes- Ask students to pack up their work from today. Before students leave, ask
them to reflect on the zentangle method. Ask for three students to share their reflections
on the zentangle practice.
Day 5: Zentangle/Practice/Cube Template Creation

MOTIVATION

2 Minutes- A picture of the teachers example is shared on the screen. As students settle
in, the teacher expresses where the students are headed and go over the steps they have been
taking to get to this point in the project. Today students will begin setting up their cube
template for their final project.
DEVELOPMENT

10 Minutes- Teacher shares a video demonstration on how to measure and create a cube
template and walks students through the steps to creating their template with tabs.

23 Minutes- Students have the remainder of the class to work on their cube templates.
Teacher circulates the room and offers assistance. Make sure to stress the importance of
making sure the squares are even that the lines are straight.

CULMINATION/CLOSURE

5 Minutes-As students pack up their work, ask students how they feel about beginning
their final designs tomorrow.

Day 6: Zentangle Designs on Cube

MOTIVATION

5 Minutes- Zentangle designs are displayed on screen. Ask students to pick their favorite
design off of the list and think about why it is their favorite. Ask students to share their
responses if they feel comfortable.

DEVELOPMENT

5 Minutes- Teacher explains for students that they are finishing up their cube templates
and beginning to embellish their template with zentangle designs.

27 Minutes- Students have 25 Minutes to work independently.

CULMINATION/CLOSURE

3 Minutes- Before students exit the class, mention that tomorrow and the following day
will be reserved for adding designs to their template.

Day 7: Zentangle Squares/Beginning Coloring

MOTIVATION

1 Minute- Ask students to grab out their cube templates. Express to students that they
will have the whole class time to work on their final projects.

DEVELOPMENT

38 Minutes- Students at work. Teacher circulates and assists students who need help.

CULMINATION/CLOSURE
1 Minute- Teacher reminds students that tomorrow they should be working to finish up
their designs next class and then possibly begin coloring.

Day 8: Finish Design/Begin Color

MOTIVATION

5 Minutes- Students grab out their cube templates. A picture of life cube projects is
presented on screen. Ask: What do you think this installation is about? After students
discuss what they believe the theme/message to be, the teacher explains and shares a little
bit about the concept behind the project. The teacher expresses that once the cubes are
assembles, they will be exhibited as a group installation.

DEVELOPMENT

31 Minutes- Students have the remainder of the class to work on their cubes and designs.

CULMINATION/CLOSURE

1 Minute- Mention to students that next class they should begin adding color to their
designs.

Day 9: Color Cube

MOTIVATION

5 Minutes- As students settle into class, have them grab out their markers and cube
templates. Inform students that today they should be adding color to their designs.
Encourage students to think about their colors and how they can express a particular
emotion.
DEVELOPMENT
 30 Minutes- Students have the remainder of the class to work on their designs and
coloring. As students work, the teacher offers assistance and checks to see students are on
task.

CULMINATION/CLOSURE

5 Minutes- Before students leave the class, draw their attention back to the life cube
project. Ask: If we could display all of our mood cubes together, where would you
display it?

Day 10: Color and Assemble/Presentation Inspirations

MOTIVATION

5 Minutes- As students enter the classroom, have the question from the previous class posted
on the board and shared on screen. Ask a couple of students to share their thoughts on the
installation of the classes cubes. Prompt students to think about: Arrangements and
Locations (Mention: Students should begin finishing up their coloring and begin assembling
their cube before the end of class [If students need more time, time in the beginning of the
next class will be allotted to assemble their cubes)

DEVELOPMENT

30 Minutes- Students will have 30 minutes to work on their project. Around 15 minutes into
their independent work time, ask students to take a minute and look at the drawn up
arrangements for their group installation of cubes. On a google forum ask students to specify
which arrangement they like best for their cubes.

CULMINATION/CLOSURE

5 Minutes- Before students pack up their work, ask students to respond to the prompt before
they leave the class: Explain the message/emotion behind your design) What emotion did
you choose and why? How did you express that message/emotion? (This prompt is to be
submitted with a picture of their final artwork.

Beginning of the next class- Students can finish assembling their cubes. As a class,
we will install the artwork in the way the class agreed upon. (COVID makes things a
little different- the teacher will install the installation)

PREPARATION:
1. Teacher research and preparation:
Prepare folded paper for students.
Artist research and compile artist’s work
Develop Rubric
Upload content to google classroom.
 Create demonstration videos.
Prepare teacher examples.
Google forum- Assemblage of Cubes

2. Supplementary Materials:
 3. Student Supplies:
Markers (Colored pencils if that is what the students has), Practice paper
(Standard printer paper), 12 X 18 inches ( 2 Sheets), Sharpie/Fine tipped
4. Modifications/Adaptions

Emotional Disturbance:

A) Allow student to take breaks for an allotted to move around. (If the student needs to leave the
class and seek out the guidance counselor, they will be able to do so.)
B) Break down the material into smaller sections and use positive reinforcement for completion of
tasks.
C) Set up goals for social interactions and use seating to encourage these interactions.
D) Set up rules and expectations for behavior in the classroom with visual stimuli. Model for student
what these behaviors look like. Offer positive reinforcement for good behaviors.
ASD:

A) Develop a plan with the student about what behaviors are acceptable and what reinforcement
works well for them.
 B) Allow students to take breaks to relax when the sensory stimulus get too intense.
C) Allow students to have access to fidget objects to hold in their hands while working.
D) Create a schedule for students and map out times to complete activities.
E) Hypersensitivity: Allow students to use techniques other than stippling. (Cross hatching, filling
in solid colors, working with colored pencils or paint instead of markers.)

Specific Learning Disabilities:

A) Establish and implementing the following of routines in the classroom.

B) Give specific sequenced verbal directions that help them set priorities for completing multitask
activities.
C) Provide students with lecture notes and an outline.
D) Use preferential seating to ensure that the student has peers around that can help clarify tasks.
E) Provide zentangle examples for students to gain inspirations.

5. Be sure to Attach Exemplar/s

Project Rubric
Name

Mood Cubes

Criteria Excellent 35-30 Satisfactory 25-20 Needs Work 15-10 Needs Help 5-0

Color Schemes/ The student created smooth The student created The student used some The student had little to
Variation in Colors transitions between colors, blended colors, used good blending of colors, no transitions between
utilized a variation of variation of color variation of color color, variation in color
different color groupings, grouping, and expressed groupings, and gave groupings or explained
and expressed thoughtfully how they enhance the minimal explanation of how they contribute to the
how they enhance the message behind their the message behind meaning behind their
message behind their artwork. their artwork. artwork.
artwork

Stippling Student showed great skill The student showed The student showed some The student showed little to
within their stippling growth within their skills within the stippling no skill within using the
technique and created stippling technique. Their technique and displayed stippling technique. Their
precise and controlled dots dots were controlled. The some understanding of how dots were uncontrolled and
on their paper. The students student showed to mix colors using the little to no understanding
shows adept understanding understanding of how to stippling method. was shown on how to use
of how to mix colors using mix colors using stippling. the stippling method to mix
the stippling method. colors.
Zentangle Student used unique The student used patterns The student used some The student used little to no
Designs patterns and designs to and designs in interesting patterns and designs on the patterns and designs on
embellish each face of their ways on each face of their faces of their cube. There each face of their cube and
cube in different ways. The cube. The student used was some thought to what did not use an emotion to
student chose to work with designs that worked to patterns will convey their express.
complex designs and was convey their emotion. selected emotion.
thoughtful in using patterns
that convey their selected
emotion.

Cube Craftsmanship The student built a cube The student showed The student built a cube The student built a cube
with great attention and growth in attention to with some attention to without attention to
precision. Each face of the precision and detail. precision and detail. precision or detail. There
cube aligns with the other Student showed Student showed some was little to no display of
and was assembled with improvements in display of craftsmanship or craftsmanship or delicacy of
delicacy. craftsmanship and delicacy. assemblage.
delicacy.

Installation Participation The students selected their The student showed The student showed some The student showed little to
favorite design for the group growing participation participation throughout the no participation throughout
installation. The students throughout the installation process. the installation process.
participated thoroughly installation process.
during the installation
process.
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