Unit: Color and Color Value
Elements of Art: Color, Value, Line
Curriculum Standards:
Standard 1: Creating, performing and participating in the arts
Standard 2: Knowing and using arts materials and resources
Standard 3: Responding to and analyzing works of art
Standard 4: Understanding the cultural dimension and contributions of the art
Materials:
Colored Pencils, Pencil, B & W "Posterized" in Photoshop (or GIMP) student portrait, camera
Instructional Objective:
The students will create a portrait demonstrating a color scheme.
Motivation:
The students will have their portraits taken and altered in Photoshop. They will have the option to choose between different color schemes of how they want to color in their portraits.
Artists:
Andy Warhol
Vocabulary:
Color, Color Value, Hue, Tint, Shade, Color Scheme, Monochromatic, Analogous, Complimentary, Warm Colors, Cool Colors, Primary, Secondary, Tertiary, Color Wheel
Delivery of Instruction:
Day 1 - 2:
• Review all of the Elements of Art learned so far (line, shape, value).
• Introduce Color by having the students look through a color prism. Discuss how in order to see/have color, we need light. Introduce the color wheel to the students.
• After the students have identified the three primary colors, set up the students into groups with 7 cups, 3 filled with water. Using food dye, put a few drops of red, yellow and blue in each cup of water. Have the students mix two primary colors to create the three secondary colors (orange, purple and green). Let the students experiment by adding more of one color, mixing a primary and a secondary color in order to create a tertiary color. In the 7th cup, let the students either poor all three primary colors or two complimentary colors together to create a neutral grey.
• Give the students a blank Tertiary Color Wheel worksheet. When coloring in the original 6 colors, they can only use red, yellow and blue. Once they have completed that, allow them to use all 6 colored pencils in order to create the tertiary colors.
Day 3 - 4:
• Re-introduce value and demonstrate how the students will create a color value scale using paint. Show them how to create a value scale and a gradual value scale with paint.
• Let the students complete the Color Value Worksheet using paint and colored pencils.
• Meanwhile take students' portraits.
Day 5 - 10:
• Introduce the different color schemes: Monochromatic, Analogous, Complimentary and review them all with the students until they understand the vocabulary. Use tricks of remembering such as for complimentary colors, think Lakers, Knicks and Christmas.
• Introduce the project. The students will trace the contour line of all of the value changes on their portrait. Using a color scheme, they will color it in. Encourage them to keep lighter areas light, and darker areas dark.
Closure:
Display each student’s completed projects and critique. Questions to focus on:
Extended Practice:
If there is time, allow the students to do a geometric, abstract value painting.
Resources:
• Art Now Volume 2, edited by Uta Grosenick
• Techniques of the Great Masters of Art
Elements of Art: Color, Value, Line
Curriculum Standards:
Standard 1: Creating, performing and participating in the arts
Standard 2: Knowing and using arts materials and resources
Standard 3: Responding to and analyzing works of art
Standard 4: Understanding the cultural dimension and contributions of the art
Materials:
Colored Pencils, Pencil, B & W "Posterized" in Photoshop (or GIMP) student portrait, camera
Instructional Objective:
The students will create a portrait demonstrating a color scheme.
Motivation:
The students will have their portraits taken and altered in Photoshop. They will have the option to choose between different color schemes of how they want to color in their portraits.
Artists:
Andy Warhol
Vocabulary:
Color, Color Value, Hue, Tint, Shade, Color Scheme, Monochromatic, Analogous, Complimentary, Warm Colors, Cool Colors, Primary, Secondary, Tertiary, Color Wheel
Delivery of Instruction:
Day 1 - 2:
• Review all of the Elements of Art learned so far (line, shape, value).
• Introduce Color by having the students look through a color prism. Discuss how in order to see/have color, we need light. Introduce the color wheel to the students.
• After the students have identified the three primary colors, set up the students into groups with 7 cups, 3 filled with water. Using food dye, put a few drops of red, yellow and blue in each cup of water. Have the students mix two primary colors to create the three secondary colors (orange, purple and green). Let the students experiment by adding more of one color, mixing a primary and a secondary color in order to create a tertiary color. In the 7th cup, let the students either poor all three primary colors or two complimentary colors together to create a neutral grey.
• Give the students a blank Tertiary Color Wheel worksheet. When coloring in the original 6 colors, they can only use red, yellow and blue. Once they have completed that, allow them to use all 6 colored pencils in order to create the tertiary colors.
Day 3 - 4:
• Re-introduce value and demonstrate how the students will create a color value scale using paint. Show them how to create a value scale and a gradual value scale with paint.
• Let the students complete the Color Value Worksheet using paint and colored pencils.
• Meanwhile take students' portraits.
Day 5 - 10:
• Introduce the different color schemes: Monochromatic, Analogous, Complimentary and review them all with the students until they understand the vocabulary. Use tricks of remembering such as for complimentary colors, think Lakers, Knicks and Christmas.
• Introduce the project. The students will trace the contour line of all of the value changes on their portrait. Using a color scheme, they will color it in. Encourage them to keep lighter areas light, and darker areas dark.
Closure:
Display each student’s completed projects and critique. Questions to focus on:
- What do you like about your portrait?
- How do you think it came out?
- What would you have done differently?
- Did you/they stick to the color scheme they chose?
- Is the color scheme clearly evident?
Extended Practice:
If there is time, allow the students to do a geometric, abstract value painting.
Resources:
• Art Now Volume 2, edited by Uta Grosenick
• Techniques of the Great Masters of Art