Communicating Color
Author: Dana Twigg Date Created: 9/9/2001 12:25:11 PM
VITAL INFORMATION
Subject(s):   Art, Science
Topic or Unit of Study:   Color Theory
Grade/Level:   7-8
Objective:   To have the students identify basic colors by their proper names To have the students learn the process of creating the color wheel To have the students learn the origins and catagories of complex colors
Summary:   This activity teaches and reviews the basics of color mixing to the students in the art department at the entry level.
IMPLEMENTATION
Learning Context:   Color mixing is a skill that is needed throughout the art experience in our course of study. Skill development in this area is crucial to the success of any developing art student.
Procedure:   The students will first examine their knowledge of color origins in a dicussion format taking notes during the class. Students will be directed to classify Primary, Secondary, and Intermediate colors in their proper order as they relate on a color wheel in their notes. Information will also be given on Complementary colors, tints, shades, and Chromacolor creations using the colors contained within the color chart. With this information in hand, the students will experiment and create their own color sample sheet containing the colors to make a color wheel, complementary sets, and a chromacolor example using only primary colors. They will then also create tints and shades with the addition of white and black tempera to their options. Once all the colors are created, the students will sketch a design or picture that has 22 spaces in it to display the colors that they have created. The colors are to be cut from the sample sheet and pasted into the design arranged within the composition in such a way that they show the color relationships that they represent. At the conclusion , the projects are checked against each other for correctness of color, checked for accuracy, and evaluated for a grade.
Sample Student Products:   Attachments:    1.  Color Chart
Collaboration:   Students will work collaboratively. Students will work in groups of 3.
Time Allotment:   5 class periods. 40 Min. per class.
Author's Comments & Reflections:   This is a good group project for the entry art student. It involves the development and usage of many skill they will need in their art experience
MATERIALS AND RESOURCES
Instructional Materials:   Attachments:    1.  Art History Form    2.  jr Project sheet.doc
Resources:    The art room has 4 computers for the students to use. The number of computers required is 2. Software titles required: Internet Explorer, msWord, Netscape Non-Technology Resources Used: Tempera Paint Paper Brushes Scissors Art History- Mondrian,Matisse Students Familiarity with Software Tool: The students are very familiar with computer based activities
STANDARDS & ASSESSMENT
Standards:    Pennsylvania Academic Standards • Subject : Arts and Humanities (Proposed) • Area 9.1: Production, Performance and Exhibition • Area : Grade 8  Grade A.: Know and use the elements and principles of each art form to create works in the arts and humanities. •Elements Dance: energy/ force, space, time Music: duration, intensity, pitch, timbre Theatre: scenario, script/ text, set design Visual Arts: color, form/ shape, line, space, texture, value •Principles Dance: choreography, form genre, improvisation, style, technique Music: composition, form, genre, harmony, rhythm, texture Theatre: balance, collaboration, discipline, emphasis, focus, intention, movement, rhythm, style, voice Visual Arts: balance, contrast, emphasis/ focal point, movement/ rhythm, proportion/ scale, repetition, unity/ harmony  Grade B.: Incorporate and synthesize knowledge of elements, principles, theories, materials, tools and skills to create and compose, review and revise original works in the arts.  Grade C.: Identify and use comprehensive vocabulary within each of the arts forms.  Grade H.: Demonstrate and maintain materials, equipment and tools safely. •Analyze the use of materials. •Explain issues of cleanliness related to the arts. •Explain the use of mechanical/ electrical equipment. •Demonstrate how to work in selected physical. space/ environment. •Demonstrate the selection of safe props/ stage equipment. •Demonstrate methods for storing materials in the arts • Area 9.3: Critical Response • Area : Grade 8  Grade A.: Know and use the critical process of the examination of works in the arts and humanities. •Compare and contrast •Analyze •Interpret •Form and test hypotheses •Evaluate/ form judgments  Grade F.: Apply the process of criticism to identify characteristics among works in the arts.
Assessment plan:   The students will be monitored on their progress throughout the project to make sure that understanding and learning is taking place. The students will be graded on their sketches for the final design (22 spaces), and at the conclusion of the project be evaluated using the form that is attached. The students are graded in four areas: Correctness, Creativity, Usage of Materials, and Presentation. In the form, the students will have the opportunity to express in their own words what they thought of the project and what they learned in the process. The writing exersise is to be written in the form used in Pa. Assessment where students must write to benchmarks. The writing is extra credit on top of their art project grade.
Rubrics:   Art Class