Color Theory

In my earlier blog, I included a brief lesson outline teaching color theory, but the final project did not provide a complete understanding of how colors work together.  So, I would like to expand upon the explanation of terms and paint mixing/application and introduce a different project, which would allow Art I level students to make more conscious choices to show their understanding of color theory.

To begin, I would give a presentation for the various color theory terms, providing definitions as well as visual aids.  First, I would address the primary and secondary colors through a fun video:

After watching the video, I would reinforce that the primary colors combine in pairs to make the secondary colors.  Then, I would explain the remaining terms using a variety of picture examples found on Google Images:

Tertiary/Intermediate: A combination of consecutive primary and secondary colors.

Tint:  Combining a hue with white.

Shade: Combining a hue with black.

Analogous: Colors that are next to each other on the color wheel.

Warm and Cool: Cool colors evoke a sense of calm or a colder temperature, whereas warm colors evoke a sense of energy and a warmer temperature.

Triadic: Colors that are evenly spaced on the color wheel.

Split Complementary: One color and the two colors that sit on each side of its complementary color.

Monochromatic:  All of the tints, tones, and shades of a single hue.

Achromatic: Without color, black and white.

Polychromatic: Two or more colors, multicolored.

After going through the presentation of these terms, I would move into a demonstration of paint mixing and application.  Students would gather around and watch me mix small amount of colors with a paintbrush or palette knife, demonstrating how to mix several of the colors mentioned in the presentation.  I would also show the students how to use only the top half of my bristles to apply the paint to the paper in even coats, which makes more easier control and clean-up.  Before the students get their own paint, I would demonstrate how to properly clean the paintbrushes and palettes.  Then, the students would receive worksheets and a color wheel form for demonstrating their understanding of the color theory terms and paint mixing techniques.  

While the students are completing their worksheets and color wheel, I would call them one at a time to take their pictures, which would be the basis for the final project.  I would take the pictures and upload them to a computer, using filters to blur their features into shapes of value.  During the next class period, I would hand out the student portraits, blown up to fit a piece of paper, and demonstrate how to transfer their image to a larger piece of paper using a grid.  Once the portraits are transferred, students must choose a color with which to paint their portrait, demonstrating an understanding of how to mix the color and how to create the various tints and shades needed to create the various values within the image.  Students would have the option to choose any color on the color wheel (or color scheme for more advanced students) and the chance to choose how to complete their portrait.  For example, they could choose to paint it all at once:

Or start with the lightest or darkest value, painting all of appropriate sections, and then moving up or down the spectrum:

Either way they choose to complete it, students should end up with a cohesive portrait that demonstrates their understanding of color theory.