Color

 

Chapter Work - Students will read and discuss the concepts from Chapter four of theExploring Visual Design textbook. Students will gain an understanding of why and how we percieve color, as well as the idea of color harmonies, intensity, neutrals, and interactions. When textbooks are not available, we will use the Color Theory Powerpoint instead.

 

Color Harmony Exploration - Students will recieve a worksheet that contains reproductions of 4 different poster designs in black & white. Students will then assign a different color harmony to each poster and color them in using colored pencils. Students will be graded on the correct application of color within each color harmony, as well as the overall quality of the artwork.

 

Brush-Work/Technique - Students will learn how to hold a brush, how to mix paint, and how to blend colors. Special emphasis will be focused on wet-in-wet, dry brush, and color mixing. Instruction will also be given in regards to clean-up procedures. Students with extensive history of behavior problems and/or immature class behavior will substitute colored pencils for paint as to avoid wasting of class materials and destructive behavior.

 

Tint/Tone/Shade Chart - Students will create a chart of values using paint. Students will be responsible for making value scales using tints, tones, and shades. Students will also be learning color mixing, painting technique, and brush control. After students create the three value scales, they will have to paint two spheres (one wet-in-wet, one dry-brush) in order to learn how to blend values in a painting. Students with extensive history of behavior problems and/or immature class behavior will substitute colored pencils for paint as to avoid wasting of class materials and destructive behavior.

 

Abstract Painting (Color Harmony Focus) - Students will create an abstract painting using masking tape to create shapes on the painting surface. They will then paint gradients of a specific color harmony within the taped areas. Students with extensive history of behavior problems and/or immature class behavior will substitute colored pencils for paint as to avoid wasting of class materials and destructive behavior. An example is available here..

 

Mineral Crystal Paintings (Watercolor) - Students will complete hand-drawn and painted watercolors of various mineral crystals.  Students will be responsible for finding a source image to work from (digital or hard copy acceptable).  Students will sketch the mineral crystals, apply washes of watercolor, and work to fine-tune their areas of value.  Colored pencils may be used in the finishing stages to create lustre effects.  See examples here.