Objectives:
Each student will learn to mix tints and secondary colors using the primary colors and white tempra paint.
Language:
Tints, secondary colors, shapes
Skills:
Mixing primary colors to create secondary colors and then mixing again with white to create a tint of each color.
Literature/Photos:
Ice Cream Cones For Sale
Images and fun facts about ice cream cones (ie: World’s Tallest Ice Cream Cone was 13-in)
Materials:
Range of brown and or tan construction paper in small rectangle shapes (4”x6” or so)
Markers in range of browns
Gluestick
Fingerpainting paper
Tempra Primary Colors and White
Paper towels
Introduction:
Read book. Make note of pastel color scheme of book. Talk about how does ice cream feel, cool and slippery.
Demonstration:
1) Write name on back of fingerpainting paper.
2) Begin with making the cone: cut or tear out a triangle cone shape.
3) Glue cone at the bottom of fingerpainting paper.
4) Use left-over construction paper or markers to make a design on your cone.
5) When cone is completed each student will receive a palette with red, blue, yellow and white – quarter size amount.
6) Using two fingers only begin to mix your secondary colors – green, orange and purple.
7) After colors are mixed begin to mix your six colors with white to create a pastel color of each – remember two fingers only.
8) Start your first scoop of ice cream at the top of the cone. Continue with different colored scoops one on top of the other – how tall will your ice cream be?
9) After all scoops are done students can add “goodies” to each of their scoops: ie: use end of paint brush or popsicle stick to create swirly designs, use paints to create polka-dots, sprinkle on bits of construction paper remnants. And don’t forget the cherry on top!
After demonstration, review steps and allow students to begin creating. Some are very creative and jump right in, some need encouragement especially with getting their fingers “messy”.
Additional:
Emphasize that two fingers only, proper color mixing (we are not making mud), use paper towels to keep your fingers clean between mixings. As students are working ask them what flavors they are mixing, how many scoops do they think will fit, what kind of goodies will they add, how does the paint feel?
Wrap Up:
Share work as much as time allows, gallery walk around tables. Ask the group to share their experience making ice cream.
Each student will learn to mix tints and secondary colors using the primary colors and white tempra paint.
Language:
Tints, secondary colors, shapes
Skills:
Mixing primary colors to create secondary colors and then mixing again with white to create a tint of each color.
Literature/Photos:
Ice Cream Cones For Sale
Images and fun facts about ice cream cones (ie: World’s Tallest Ice Cream Cone was 13-in)
Materials:
Range of brown and or tan construction paper in small rectangle shapes (4”x6” or so)
Markers in range of browns
Gluestick
Fingerpainting paper
Tempra Primary Colors and White
Paper towels
Introduction:
Read book. Make note of pastel color scheme of book. Talk about how does ice cream feel, cool and slippery.
Demonstration:
1) Write name on back of fingerpainting paper.
2) Begin with making the cone: cut or tear out a triangle cone shape.
3) Glue cone at the bottom of fingerpainting paper.
4) Use left-over construction paper or markers to make a design on your cone.
5) When cone is completed each student will receive a palette with red, blue, yellow and white – quarter size amount.
6) Using two fingers only begin to mix your secondary colors – green, orange and purple.
7) After colors are mixed begin to mix your six colors with white to create a pastel color of each – remember two fingers only.
8) Start your first scoop of ice cream at the top of the cone. Continue with different colored scoops one on top of the other – how tall will your ice cream be?
9) After all scoops are done students can add “goodies” to each of their scoops: ie: use end of paint brush or popsicle stick to create swirly designs, use paints to create polka-dots, sprinkle on bits of construction paper remnants. And don’t forget the cherry on top!
After demonstration, review steps and allow students to begin creating. Some are very creative and jump right in, some need encouragement especially with getting their fingers “messy”.
Additional:
Emphasize that two fingers only, proper color mixing (we are not making mud), use paper towels to keep your fingers clean between mixings. As students are working ask them what flavors they are mixing, how many scoops do they think will fit, what kind of goodies will they add, how does the paint feel?
Wrap Up:
Share work as much as time allows, gallery walk around tables. Ask the group to share their experience making ice cream.
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