Color theory - Art i: Day 1
Visit the Color Theory unit overview to view the unit plan.
Unit: Color Theory
Subject: Visual Arts
Grade: 9-12
Level: Art I
Time: 55 minute class period Spring 2013
I. Day 1 — Color Theory introduction
II. Objective(s)
1. Students will describe in writing how we see color.
2. Students will define key color theory terms.
3. Students will demonstrate their understanding of color theory through color activities.
Standards - Arts Education – Alabama: Grade 9-12
6) - Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
␣ Identifying safety and environmental regulations
10) - Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.
␣ Defining visual arts terminology to include the elements of art and principles of design ␣ Describing the intrinsic qualities of a work of art
III. Pre-class prep
A. Materials needed:
1. Color wheel printouts
2. Tempera paint
3. Paintbrushes
4. Paint palettes
5. Paper towels
6. Paint containers
7. Cups (water)
8. Sponges (cleanup)
9. “How we see color” handout (for Elmo or Smartboard)
10. Color-theory vocabulary
11. Arttalk books (students & teacher editions)
B. Set-up before class:
1. “How we see color” handout (for elmo or Smartboard)
2. Painting materials for each student table
IV. Instructional procedures
Subject: Visual Arts
Grade: 9-12
Level: Art I
Time: 55 minute class period Spring 2013
I. Day 1 — Color Theory introduction
II. Objective(s)
1. Students will describe in writing how we see color.
2. Students will define key color theory terms.
3. Students will demonstrate their understanding of color theory through color activities.
Standards - Arts Education – Alabama: Grade 9-12
6) - Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
␣ Identifying safety and environmental regulations
10) - Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.
␣ Defining visual arts terminology to include the elements of art and principles of design ␣ Describing the intrinsic qualities of a work of art
III. Pre-class prep
A. Materials needed:
1. Color wheel printouts
2. Tempera paint
3. Paintbrushes
4. Paint palettes
5. Paper towels
6. Paint containers
7. Cups (water)
8. Sponges (cleanup)
9. “How we see color” handout (for Elmo or Smartboard)
10. Color-theory vocabulary
11. Arttalk books (students & teacher editions)
B. Set-up before class:
1. “How we see color” handout (for elmo or Smartboard)
2. Painting materials for each student table
IV. Instructional procedures
0:00 – 0:05 minutes
0:05 – 0:30 minutes 0:30 – 0:50 minutes 0:50 – 0:55 minutes |
Introduce Color: Bell-ringer printout. Students write down in their notebooks the brief paragraph on how we see color posted on Smartboard or from Elmo.
Color-theory vocabulary: Students will define key color-theory terms from Arttalk book and write them down in their notebooks. Begin Color wheel project: Students will begin filling in the color wheel printout after I give instructions on how to do begin using the painting materials on their tables. Clean up |
V. Evaluation (students)
Students are writing down bell-ringer assignment (to be taken up at end of the week)
Students are writing down color-theory terms and definitions in their notes
Students are beginning work on color wheel handout and using materials appropriately
VI. Self-evaluation (N/A)
VII. Resources http://www.coroflot.com/JillLeak/Color-Exploration http://thehelpfulartteacher.blogspot.com/2012/02/elements-of-art-and-principles-of.html Ragans, R. (1995). Arttalk (2nd ed.). Woodland Hills, CA: Macmillian/McGraw-Hill.
Day 1 Bell-ringer Color printout
Color is an element of art that is derived from reflected light. You see color because light waves are reflected from the objects to your eyes. White light from the sun is actually a combination of all colors.
White light passes through a wedged shape glass called a prism, the beam of white light is bent and separated into bands of color, called the color spectrum. The colors of the spectrum always appear in the same order: red, orange, yellow, green, blue and violet.
A rainbow is a natural example of a spectrum. Rainbows occur when sunlight is bent by water, oil, or a glass prism.
Students are writing down bell-ringer assignment (to be taken up at end of the week)
Students are writing down color-theory terms and definitions in their notes
Students are beginning work on color wheel handout and using materials appropriately
VI. Self-evaluation (N/A)
VII. Resources http://www.coroflot.com/JillLeak/Color-Exploration http://thehelpfulartteacher.blogspot.com/2012/02/elements-of-art-and-principles-of.html Ragans, R. (1995). Arttalk (2nd ed.). Woodland Hills, CA: Macmillian/McGraw-Hill.
Day 1 Bell-ringer Color printout
Color is an element of art that is derived from reflected light. You see color because light waves are reflected from the objects to your eyes. White light from the sun is actually a combination of all colors.
White light passes through a wedged shape glass called a prism, the beam of white light is bent and separated into bands of color, called the color spectrum. The colors of the spectrum always appear in the same order: red, orange, yellow, green, blue and violet.
A rainbow is a natural example of a spectrum. Rainbows occur when sunlight is bent by water, oil, or a glass prism.