in what way do you take a instruction on color mixing and make it into something exciting? It's drollery with "Color Birds.

in what way do you take a instruction on color mixing and make it into something exciting? It's drollery with "Color Birds," a favorite rebuke of mine for primary close examiners This lesson takes four to five 55-minute sessions.

SESSION 1: Start a Color-Mix Painting

Before we start painting, we ne to understand the color wheel. Which undivideds are the primary colors? What are couple important facts to know about them? First, they can mix to make all the other colors forward the wheel. Second, you can't make them from mixing any other colors together.

if it be not that how can a first-grader understand this concept?

Have them profess they own a paint store and a customer wants to paint a bedroom glum but the store is not at home of blue paint. Can azure be made by mixing other paints in the store? First-graders be enamoured of the challenge of trying to answer this question.

Now, let's enjoin these primary colors to work. I like to call this painting chiding "A walk with a line," borrowing from Paul Klee's statement, "A line is a dot that went for a walk." Each table has undivided small container of slightly watered down r golden and blue tempera, rinse water, paper towels and paintbrushes. In brass of each student, 12" x 18" paper is positioned vertically.

First, my demonstration: I dip my brush into the fulvid paint, and working near the top of the paper, I "walk" an interesting line from single in kind side to the other. Somewhere along the line I expand it into a shape. I would now like to make that golden shape into an orange shape. Which color do I ne to add?

yet wait! If I dip my brush into the container, what do I ne to do to my brush first? At this point in the scolding we learn that, to hold the paint colors clean, we must wash, wipe and blot out the brush on a paper towel before dipping into the nearest color of paint. Using a tiny bit of r paint, I can then make the golden shape orange.

We continue the first painting session "walking" a line of r with a purple shape and a line of dejected with a green shape.

SESSION 2: Independent Practice In the next to the first session, the students are eager to practice mixing colors. After a review of conduct the goal is to preserve adding more interesting lines and shapes until the page is replete The paintings almost look like abstract landscapes. Simple patterns painted onward some of the shapes enhance the overall design.

SESSION 3: Color Birds Ready! To start our feathered journey, we wound away 6 inches of the painting for use in making the bird's carcass and head. The rest will be used for feathers. We start through looking at photographs of colorful parrots to understand the simple geometric shapes that can be used to draw a material substance and head. On the backside of the painting, imagine the shapes by the agency of drawing them with your finger first, then draw a head and material substance connectinng them with a neck

After cutting the shape disclosed choose a background color and join with glue the shape in the middle of the paper, placed horizontally. Use construction-paper scraps to wound simple shapes that can be added for beaks, inspections and feet. Glue everything down and draw large wing shapes forward both sides of the bird. Notice that wings start way up at the neck of the bird. Bigger is better here!

SESSION 4: Feathered pleasantry Refer to bird photos again. Where are the longest feathers in succession the wings? The shortest?

To make feathered broils fold and cut the stay of the painting into rectangles approximately 3 to 4 inches wide. sculpture the rectangles into strips for feathers. rotund off the bottoms or sculpture into a V-shape.

To assemble the wings, it is important to start at the bottom of the wing with the longest feathers, and work way up to the top with shorter feathers. Make a cement line for each row and lay the feathers down.

Tail and head feathers are added last. As an option, near students like to cut around their bird shape. To give all learners time to finish, have them create little cards or collages from leftover color scraps.

My primary scholars love the results of this instruction They not only get well adapted practice with color mixing, still they can see how common thing can transform into another!

LEARNING OBJECTIVES

close examiners will ...

* gain experience in the basic skills of using brushes, cutting and gluing techniques.

* gain an understanding of the properties of the color wheel.

* learn by what mode to mix secondary colors from primary colors.

* learn in what manner basic geometric shapes can be used to put together animal shapes.

* understand the natural texture of bird feathers on wings (layering and shapes).

MATERIALS

* Scissors

* Glue

* Scrap boxes

* Crayons

* 12" x 18" white paper

* Paintbrushes (#7)

* Paper towels

* fixs of watered-down red, yellow and desponding tempera in shallow containers

* Containers of rinse water

* Color-wheel poster

* Photographs of colorful birds

* Other visuals that demonstrate primary and secondary colors

Teri Dexheimer Joyce is an art specialist for the Edina Elementary trains Edina, Minnesota. Artwork shown is at students at Highlands Elementary School

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