Introduction
INTRODUCTION
This web quest will help introduce students to the color wheel and tertiary colors. Students will create their own color wheel including tertiary colors. Students will then create their own artwork using only tertiary colors. By encouraging them to create their own art work, students can gain confidence in themselves that they too can be great artists. This web quest also introduces the process needed to create a color wheel. In this web quest students will learn how make a color wheel with tertiary colors. This process will be applied to the artwork that they will create because the students will only be using tertiary colors to create their final masterpiece.
Task
TASK
- The students will learn about the color wheel with tertiary colors and create a painting of their own while using their imagination and applying the element of art color.
- Students will be able to relate the importance of how the color wheel is made, how to make their own colors, and how to use the color wheel as a tool.
Process
PROCESS
Procedure:
1. Review the color wheel on the task page. Use this diagram as a guide.
2. Use handout of the blank template of a color wheel and watercolors to paint your own color wheel with tertiary colors.
3. Paint the primary colors on the color wheel template.
4. Mix your own primary colors to make your own secondary colors. Paint the secondary colors on the color wheel template.
5. Then use your primary and secondary colors to make the tertiary colors on the color wheel template.
6. Using your color wheel you have made with the tertiary colors as a tool, create your own painting.
7. Use your imagination to create a painting of your choice. You must complete a rough draft in pencil first, then you will use watercolor and only allowed to use tertiary colors in the final artwork painting.
Materials:
- Blank color wheel template
- Watercolor paper
- Paint brush
- Watercolor paint
- Pencil
- Eraser
- Blank paper for rough draft
Evaluation
EVALUATION
RUBRIC FOR FOURTH GRADE WEBQUEST ON COLOR
|
100 95 90% |
89 85 80% |
79 75 70% |
69 65 60% |
59% and below |
|
ELEMENT OF ART: COLOR A: Planned carefully, made several sketches, and showed an awareness of the element of art; placed colors correctly on color wheel and only used tertiary colors on final artwork. B: The artwork shows that the student applied the element of art color and tried to place colors on the color wheel but didn’t place all colors correctly. C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned. Student did not place colors on color wheel correctly or did use only tertiary colors on final artwork. D: The assignment was completed and turned in, but showed little evidence of any understanding of the element of art; no evidence of planning. F: The student did the minimum or the artwork was never completed. Creativity/Originality A: The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills. B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way. C: The student tried in idea, and help out adequately, but it lacked originality. D: The student fulfill the assignment, but gave no evidence of trying anything unusual. F: The student showed no evidence of original thought. Effort/Perseverance A: The project was continued until it was complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement. B: The student work hard and completed the project, but with a loom or effort it might have been outstanding. C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finish; chose an easy project and did it indifferently. D: The project was completed with minimum effort. F: The student did not finished the work adequately. Craftsmanship/Skill/Consistency A: The artwork was beautiful and patiently done; it was as good as hard work could make it. B: With a little more effort, the work could have been outstanding; lacks the finishing touches. C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless. D: The student showed below average craftsmanship, lack of pride in finished work. F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding. Group Cooperation/Attitude A: The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom. B: The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and clean-up. C: The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked. D: The student allowed others to do most of the work, did participate minimally, did the minimum amount. F: The student was part of the group, but did almost nothing toward group goals, did a minimal amount of preparation and cleanup. |
Conclusion
CONCLUSION
Every student will present their final artwork to the class and tell about how they painted their pictures. This will give an idea of how you interpreted the procedure and what you got out of it.
This will give you an opportunity to share your art work with others and how others interpreted this web quest and their outcome of this project.
Credits
CREDITS
Many thanks to and the following resources for aiding me in the completion of this quest:
http://www.thirteen.org/edonline/concept2class/index.html
http://teacherweb.com/tweb/webquests
https://www.createwebquest.com