Lesson Title: Color Theory
Name: Rebecca Lindblade
Grade Level: 9-12
Content Area: Art 1
Time to Complete: 5-90 minute class periods
Lesson Description/Overview: Students will gain knowledge on the element of color and the types of color schemes used in art. Students will practice color mixing and applying color through demonstration.
Goals:
-Students will discuss the use of color and different color schemes within art.
-Students will practice mixing colors to create the pieces of the color wheel.
-Students will learn how to use a paintbrush and mix colors properly.
Standards Targeted: Grade(s)
VAH1-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates.
VAH1-1.5 Use a variety of art materials, tools, and equipment in a skillful, safe, and responsible manner.
VAH1-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies.
Instructional Objectives:
-The student will be able to identify color vocabulary and schemes such as primary, secondary, tertiary, analogous, monochromatic, tint, shade, tone, and complementary on the color wheel.
-The student will be able to demonstrate proper paintbrush handling and color mixing procedures.
- The student will be able to demonstrate their knowledge on color mixing through practice worksheets and a mini color wheel.
Expressive Outcomes:
-The student will practice mixing their secondary and tertiary colors, tints, shades, and complement contrast tones through 8 ½” x 11” worksheets.
-The student will further practice their color mixing through a practice color wheel on 8 ½” x 11” drawing paper.
Vocabulary:
-Hue-the color in its purest form on the color spectrum
-Pigment-the powder or substance that makes up the color of paint (organic or inorganic)
-Primary colors- colors that cannot be made by mixing any other colors (red, blue, and yellow)
-Secondary colors- colors that are made by mixing two primary colors together (orange, violet, and green)
-Complementary colors- colors that are across from each other on the color wheel; that complement/excite eachother (yellow and purple, red and green, and blue and orange)
-Tertiary colors- colors that are made by mixing a primary and secondary color together with the primary color the prominent color (red orange, red violet, blue green, etc)
-Analogous colors- colors that are placed right next to each other on the color wheel: who share similar tones (violet, blue violet, blue)
- Triadic color scheme- colors that are evenly placed apart on the color wheel (primary, secondary, etc)
Warm colors- colors with a warmer temperature on the color wheel (orange, red, and yellow)
Cool colors- colors with a cooler temperature on the color wheel (blue, violet, and green)
Monochromatic color scheme- the use of gradation within a certain hue (tints and shades of blue)
Neutrals-
Tints- adding white to a hue (lighten)
Shades- adding black to a hue (darken)
Tones- adding gray to a hue
Complementary Contrast- adding complementary colors to dull down the hues
Materials, Tools, and Equipment:
-painting palettes (1 per pair of students)
- tubes of red, cool red, warm blue, blue, yellow, white, and black paint
-water buckets (one per table)
-paint brushes
-paper towels/towels
-8 ½” x 11” drawing paper
-8 ½” x 11” printing paper for color practices
-pencils
Procedures:
Preparation: Prior to class, the teacher will place appropriate amounts of each color on palettes and fill water buckets. The teacher will also create a power point prior to teaching class for the first day. The teacher will print out the necessary color sheet practices/assessment for the correct day.
Day One:
1. The teacher will begin class with a pre-assessment to see what students know about color. (10 minutes)
2. The teacher will take up test then and start the power point where students will discuss color and different color schemes. (20 minutes)
3. The teacher will then instruct 3 or 4 students to pass out palettes, color practice sheets, paintbrushes, and paper towels. (5 minutes)
4. The teacher will explain the proper use of cleaning paintbrushes and mixing colors (5 minutes)
5. The students will then follow along with the teacher to paint their primary, secondary, and complementary colors. This includes proper color mixing and continuous reminders of rinsing out paintbrushes to avoid ruining colors. (35 minutes)
6. After the students have finished their worksheets they will place it on the drying rack then begin clean up procedures. (15 minutes)
Day Two:
1. The teacher will begin class by reviewing color and color mixing from last class. (15 minutes)
2. The teacher will then instruct 3 or 4 students to pass out materials for today’s class. (5 minutes)
3. The students will then refer to the color wheel on the board and their worksheet from yesterday to create a mini color wheel. (55-60 minutes)
4. The teacher will then instruct the students on cleaning up after finishing their colors wheels. (15 minutes)
Day Three:
1. The teacher will begin class by having another review on color focusing on tints, shades, tones, and complement contrasts (15 minutes).
2. The teacher will then instruct 3 or 4 students to pass out materials for today’s class. (5 minutes)
3. The teacher will then demonstrate how to create tints, shades, and complement contrasts as the class follows along (the teacher will slowly let the students become more independent with their color mixing). (55 minutes)
4. The teacher will then instruct the student on cleaning up after finishing the current class’ worksheets.
Clean Up:
There will be one palette per pair. The teacher will instruct one student per palette to clean off their color mixing not the pure color paints on their palettes. These people will also clean and refill the water buckets and paintbrushes. The rest of the students will clean up their tables and put worksheets on drying racks.
Assessment/Evaluation:
The students will not get a grade for their pre-assessment.
Each worksheet/mini color wheel will be a daily studio grade for students
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
The teacher will have a power point ready on color ready for class (day one)
The teacher will have examples of worksheets on the board for students to refer to as well as go through a demonstration on worksheets during class.
The teacher will also have several color wheels on the board for reference.
Click here for student examples
Name: Rebecca Lindblade
Grade Level: 9-12
Content Area: Art 1
Time to Complete: 5-90 minute class periods
Lesson Description/Overview: Students will gain knowledge on the element of color and the types of color schemes used in art. Students will practice color mixing and applying color through demonstration.
Goals:
-Students will discuss the use of color and different color schemes within art.
-Students will practice mixing colors to create the pieces of the color wheel.
-Students will learn how to use a paintbrush and mix colors properly.
Standards Targeted: Grade(s)
VAH1-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates.
VAH1-1.5 Use a variety of art materials, tools, and equipment in a skillful, safe, and responsible manner.
VAH1-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies.
Instructional Objectives:
-The student will be able to identify color vocabulary and schemes such as primary, secondary, tertiary, analogous, monochromatic, tint, shade, tone, and complementary on the color wheel.
-The student will be able to demonstrate proper paintbrush handling and color mixing procedures.
- The student will be able to demonstrate their knowledge on color mixing through practice worksheets and a mini color wheel.
Expressive Outcomes:
-The student will practice mixing their secondary and tertiary colors, tints, shades, and complement contrast tones through 8 ½” x 11” worksheets.
-The student will further practice their color mixing through a practice color wheel on 8 ½” x 11” drawing paper.
Vocabulary:
-Hue-the color in its purest form on the color spectrum
-Pigment-the powder or substance that makes up the color of paint (organic or inorganic)
-Primary colors- colors that cannot be made by mixing any other colors (red, blue, and yellow)
-Secondary colors- colors that are made by mixing two primary colors together (orange, violet, and green)
-Complementary colors- colors that are across from each other on the color wheel; that complement/excite eachother (yellow and purple, red and green, and blue and orange)
-Tertiary colors- colors that are made by mixing a primary and secondary color together with the primary color the prominent color (red orange, red violet, blue green, etc)
-Analogous colors- colors that are placed right next to each other on the color wheel: who share similar tones (violet, blue violet, blue)
- Triadic color scheme- colors that are evenly placed apart on the color wheel (primary, secondary, etc)
Warm colors- colors with a warmer temperature on the color wheel (orange, red, and yellow)
Cool colors- colors with a cooler temperature on the color wheel (blue, violet, and green)
Monochromatic color scheme- the use of gradation within a certain hue (tints and shades of blue)
Neutrals-
Tints- adding white to a hue (lighten)
Shades- adding black to a hue (darken)
Tones- adding gray to a hue
Complementary Contrast- adding complementary colors to dull down the hues
Materials, Tools, and Equipment:
-painting palettes (1 per pair of students)
- tubes of red, cool red, warm blue, blue, yellow, white, and black paint
-water buckets (one per table)
-paint brushes
-paper towels/towels
-8 ½” x 11” drawing paper
-8 ½” x 11” printing paper for color practices
-pencils
Procedures:
Preparation: Prior to class, the teacher will place appropriate amounts of each color on palettes and fill water buckets. The teacher will also create a power point prior to teaching class for the first day. The teacher will print out the necessary color sheet practices/assessment for the correct day.
Day One:
1. The teacher will begin class with a pre-assessment to see what students know about color. (10 minutes)
2. The teacher will take up test then and start the power point where students will discuss color and different color schemes. (20 minutes)
3. The teacher will then instruct 3 or 4 students to pass out palettes, color practice sheets, paintbrushes, and paper towels. (5 minutes)
4. The teacher will explain the proper use of cleaning paintbrushes and mixing colors (5 minutes)
5. The students will then follow along with the teacher to paint their primary, secondary, and complementary colors. This includes proper color mixing and continuous reminders of rinsing out paintbrushes to avoid ruining colors. (35 minutes)
6. After the students have finished their worksheets they will place it on the drying rack then begin clean up procedures. (15 minutes)
Day Two:
1. The teacher will begin class by reviewing color and color mixing from last class. (15 minutes)
2. The teacher will then instruct 3 or 4 students to pass out materials for today’s class. (5 minutes)
3. The students will then refer to the color wheel on the board and their worksheet from yesterday to create a mini color wheel. (55-60 minutes)
4. The teacher will then instruct the students on cleaning up after finishing their colors wheels. (15 minutes)
Day Three:
1. The teacher will begin class by having another review on color focusing on tints, shades, tones, and complement contrasts (15 minutes).
2. The teacher will then instruct 3 or 4 students to pass out materials for today’s class. (5 minutes)
3. The teacher will then demonstrate how to create tints, shades, and complement contrasts as the class follows along (the teacher will slowly let the students become more independent with their color mixing). (55 minutes)
4. The teacher will then instruct the student on cleaning up after finishing the current class’ worksheets.
Clean Up:
There will be one palette per pair. The teacher will instruct one student per palette to clean off their color mixing not the pure color paints on their palettes. These people will also clean and refill the water buckets and paintbrushes. The rest of the students will clean up their tables and put worksheets on drying racks.
Assessment/Evaluation:
The students will not get a grade for their pre-assessment.
Each worksheet/mini color wheel will be a daily studio grade for students
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
The teacher will have a power point ready on color ready for class (day one)
The teacher will have examples of worksheets on the board for students to refer to as well as go through a demonstration on worksheets during class.
The teacher will also have several color wheels on the board for reference.
Click here for student examples