About Me

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Chay Ross, Artist, was born and raised in the surrounding areas of South Bay and Los Angeles California. She earned her Bachelor of Arts in Arts Education from California State University, Los Angeles, which allowed her to train and study interdisciplinary areas within the arts and education profession. To advance her academic discipline, she went on to earn her Masters of Arts in Education (M.A.Ed.) and single-subject teacher certification in Visual Arts. In her spare time, she likes to do arts & crafts. She also likes to watch YouTube videos to learn various new skills.

Tuesday, October 26, 2010

Art Lesson Plan "Basic"-Tropical Fish by Chalon

US Arts Center 2009

Lesson Plan Title

Under the Sea



Concept / Topic To Teach

Practice Color Theory (primary colors, secondary colors, warm colors, cool colors, neutral colors, complementary colors)

Practice Geometric Shapes

Practice Organic Shapes

Student will create a composition of a TROPICAL FISH. Students will explore the elements of COLOR THEORY (primary colors, secondary colors, warm colors, cool colors, neutral colors)

Standards Addressed


Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts


Creating, Performing, and Participating in the Visual Arts


Responding to, Analyzing, and Making Judgments About Works in the Visual Arts


Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas

Specific Objectives

1.2 Identify colors by name.

1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.

2.2 Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art.
2.3 Experiment with colors through the use of a variety of drawing materials and paints.

2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.

4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).

5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.

Required Materials

1. Plain Paper (11x17'')

2. Plain Paper (8.5x11")

3. Graphite Pencil

4. Eraser

5. Markers

6. Colored Pencils

*Water Color Pencils

*Water Color Paper

*Paint Brush

*Water + Napkins

Anticipatory Set(Lead-In)

Teacher will incorporate this session into a game and/or contest to see if students can think of different sea creatures and draw them on paper. Student results will be hung for reference.

Step-By-Step Procedures

Week 1:

1. Anticipatory Set (15 minutes)

2. Lecture/Demonstration. Teacher will have printout and/or utilize multimedia to show examples to students. Students will discuss sea creatures after class lecture and visuals of SEA LIFE. Students will recognize cool and warm colors and will apply the colors in their work. (15-20 minutes)

3. Proceed to demonstrate the beginning drawing techniques on the classroom blackboard and have students follow along independently.


a. Tropical Fish using a variety of shapes.

b. Add details

c. Background including (but not limited to) trees, gravel, sea weed and WATER WAVES.

d. Sun, Moon, Clouds etc. (optional)

e. Encourage creativity and drawing from the imagination.

4. Color using color pencils and/or marker.

Week 2-4:

1. Continue work/coloring session.

2. Teacher will introduce/go over vocabulary words associated with current lesson.

3. Critique Session (10-15 minutes)Students will discuss all aspects of what was learned in the work session including (but not limited to)...

a. Tips / Suggestions

b. analyze elements of art (line, shape, color, texture, form, space, and value)

c. students will briefly tell the story about their own works of art

*Teacher and TA will monitor students progress during the entire drawing and coloring process.

Total Work Session (8 hours/4weeks)

Plan For Independent Practice


Students will draw 4 sea animals.

Students will decorate with color and simple patterns.

Adaptations (For Students With Learning Disabilities):

Student may avoid detailed/complexed composition. Students may use markers and and twistable as substitute.

Extensions (For Gifted Students):

Student may attempt a detailed/complexed composition with permission and oversight by teacher(s). * Students may use WATER COLOR PENCILS for the background (water). Students must use 2-3 ANALOGOUS COLORS to blend for the water.

Confidential document.

Students artworks

Confidential document.

© C.ross Design 2010. All Rights Reserved.

AP Art Lesson Plan - Self Portrait by Chalon


Advanced Placement Art

Grade: 9-12

Subject: Art. Drawing & History

Topic- Self Portrait, Influenced by Pablo Picasso's Blue and Rose Periods.

Instructor: Mrs. Chalon Ross-Lee

Teacher Reflection-

When writing this lesson plan, I wanted students to see understand how the mood of an art piece

can change by simply changing it's colour. For a more dramatic effect, I decided to use black

paper with colour pastels applied. They were able to create a self-portrait that displayed them in

a completely different light, creatively. They were given expressive freedom, while exploring line,

form, and spatial relations. This is an engaging project that I am sure students will enjoy.

California State Standards:

1.6 Describe the use of the elements of art to express mood in one or more of their works of art.

1.8 Analyze the works of a well-known artist as to the art media selected and the effect of

that selection on the artist's style.

2.1 Create original works of art of increasing complexity and skill in a variety of media

that reflect their feelings and points of view.

4.2 Identify the intentions of artists creating contemporary works of art and explore the

implications of those intentions.


Students will..

1. Gain an understanding and discuss how art and color can effect emotions.

2. Convey one aspect of your identity (mood), through the use of color in your self-portrait.

3. Show / articulate examples of how color influences culture.

4. Describe how your personal beliefs, cultural traditions, social groups, and media influence your

choice of color meaning in your self portrait.

5. Show finished project with appropriate colors, forms, and gestures.

Anticipatory set:

PowerPoint Introduction-

Picasso went through many periods in his life. One of the most famous ones was the Blue period

(1901-1904). During that period his friend died which encouraged him to paint in very sad colors.

After that was the Rose period (1906-1907). In this period he painted with reds and other bright

colors. His paintings were positive.

When he got older, he painted with a circus theme. Some of these paintings were Parade and

Acrobat with ball.


a. Input.



a. Introduction, b. demonstration, c. methods to be used.

Day 1-5: Introduction

1. Display several paintings by Pablo Picasso.

2. Explain the Blue and Rose Periods in Picasso's art and its importance (artists who were

influenced by it).

3. Ask students to studying how light and shadow are related.

4. Discuss with the students what thoughts the paintings bring to mind, what emotions they

evoke. Explain to the students how different paintings can stir different thoughts and emotion.

b. Modeling.


Day 6: Beginning of art making session 1. Discuss the methods that were used by different artist.

Pass out supplies

Day 7-25: Continuation of art making session and research project

Duration: 25 one-hour classes/approximately 6 weeks.

Materials and aides:

1. Photograph of yourself.

2. Charcoal Paper, 11''x14'' or larger.

3. Soft pastels.

4. Drawing board.

5. Stumps.

6. Spray fixative.

c. Check Understanding.

Evaluation and Grading Rubrics

Required: Short research paper.

Required: Oral presentation of the material.

Required: Poster or PowerPoint.

Optional: For extra credit, students may bring examples of Degas' many

pastels; or Pierre Bonnard, Mary Cassatt, Odilon Redon, Willem de Kooning, and Berthe


Did students…

1. Gain an understanding and discuss how art and color can effect emotions.

2. Convey one aspect of their identity (mood), through the use of color in their self-portrait.

3. Show / articulate examples of how color influences culture.

4. Describe how their personal beliefs, cultural traditions, social groups, and media influence their

choice of color meaning in their self-portrait.

=50% of final grade.

5. Show finished project with appropriate colors, forms, and gestures.

=50% of final grade.

Guided practice:

Through the instructor’s guidance, each student will…

1. Create a sketch outline.

2. Chose a color scheme / palette.

3. Apply color using light to mid-tones, then highlights and dark tones.

4. Retouch with highlights and dark tones.


Ask students what they think about Pablo Picasso and his different moods.

Ask students how do the paintings make them feel.

Do they like this style of artwork (remember there are no wrong answers here) Ask questions

about what was learned.

Independent Practice:

Through independent studies, each student will define…

1. Color Relationships

2. Expression

3. Contour

4. Mood

5. Neutral Colors

6. Achromatic - Monochromatic

Through independent studies, each student will read…

1. Handouts/text book related to topic.

Through independent studies, each student will write…

1. 400-700 word research paper on topic.

© C.ross Design 2010. All Rights Reserved.