Name: Heidi Wirtner
School District: Moniteau Area School District
Lesson Title: Color Mix: primary and secondary colors
Grade Level: Elementary
Piloted with students in grade: 3
PA STANDARD AREA: ARTS AND HUMANITIES
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9.1 Producing, Performing and Exhibiting |
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9.2 Historical and Cultural Contexts |
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9.3 Critical Response |
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9.4 Communicate Aesthetic Response |
Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): (10) Interpret Ideas that Generate works in the arts.
9.1.3A
Know and use the elements and principles of each art form to create works in the arts and humanities. Bullet Elements in visual arts- color.
9.1.3C
Recognize and use fundamental vocabulary within each of the arts forms.
9.1.3H
Handle materials, equipment and tools safely. Bullet Identify issues of cleanliness related to the arts.
9.3.3A
Recognize critical processes used in the examination of works in the arts and humanities. Bullets compare/contrast and analyze.
Lesson Topic/theme: Color Mixing
Overview: This lesson explores the mixing of colors through the use of the color wheel. The objectives of this lesson are to engage students in how colors are created and in evaluating their color mixes and the color mixes of others.
Keywords: Color mixing, primary color, secondary color, complementary and analogous
Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .)
Explain how colors are created. Evaluate their color mixes and the color mixes of others. Apply proper vocabulary to their evaluation of color.
Materials: (type in 8 lines or less)
Prepare palettes for students by pouring a small quantity of
each of the three primary colors on pieces of paper; each
student will require a flat brush, water in a plastic cup, a
cleaning rag, a strip of white paper; and a palette paper (with the
three primary colors on it); color wheel: www.enchantedlearning.com/crafts/colormixing.shtml,
www.colormatters.com/colortheory.html
Warm-Up: (type in four lines or less)
Explore color mixing through the use of the color wheel, create a geometric shape by cutting out the colors and mounting them onto another paper. In the center of the geometric shape, you will trace a template of the first letter of their last name and then choose one of the colors to paint the letter.
Procedure: (type in 43 lines or less)
Teacher demonstration- (1.) Refer to displayed poster of Color Wheel (2.) Explain how light contains the 7 colors of the rainbow; show how light is broken down into 7 colors through the scientific experiment of light refraction through a prism (3.) Point out the primary colors (red, yellow, blue) and secondary colors (e.g. orange, green, violet) and explain how secondary colors are created (by mixing primary colors in equal or equivalent quantities) (4.) Mix red and yellow paint and brush the resultant color (orange) on a strip of white paper
Student work - students will create color wheel- (1.) Prepare palettes for students by pouring a small quantity of each of the three primary colors on pieces of paper; each student will require a flat brush, water in a plastic cup, a cleaning rag, a strip of white paper; and a palette paper (with the three primary colors on it. (2.) Students will first paint primary colors on their paper strips; then, they will mix the primary colors to produce secondary colors, which they will apply to the strips of white paper. (3.) Using a 12 x 18" piece of white paper, each student will draw a triangle and an inverted triangle intersecting the first one creating the star of David. The students will cut the strip and place the primary color in the first triangle and the secondary colors in the inverted one, having in consideration that orange goes in between the red and yellow, green in between yellow and blue and violet in between red and blue. (4.) After all students finish their projects, they will be mounted on the wall, bulletin board, etc. and the class will critique the mixing of the colors, any suggestions for future color mixing, etc.; The class will be required to use the color wheel vocabulary in their discussions
Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less)
The students can use colored gels (the kind used in theater lighting) to see what colors are made by putting two primary colored gels together. The students can also use cups of water and droppers with food coloring in them. They put a certain number of drops of one color in the water and then add the same number of drops of the other color and see what color the water turns.
Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less).
The use of the paint program found under accessories in the program folder (in the start menu) will give students at a proficient or advanced level the chance to do more in-depth color mixing. In the paint program, under the option menu, they can choose edit colors, then click the "define custom color" button. They may choose a pre-mixed color or click the pointer in the color spectrum, then they are able to change the amount of red, green, or blue in the original color.
Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less) Included in the presentation of the project will be showing examples of this lesson, one that was done just to fulfill the project and one that went beyond the the basic criteria.
Below Basic The student did the minimum or the artwork was
never completed. Careless work overall and extremely
messy with no thought for presentation. Showed little or
no understanding of the color wheel or vocabulary. Basic The artwork was completed. The student
showed average craftsmanship; adequate, but not as good as it
could have been, a bit careless (colors were not mixed
evenly and/or completely - triangle has a marbled look).
Does show understanding of some parts of the color wheel and
vocabulary. Proficient The artwork shows student proficiency in mixing
colors. The student worked hard and completed the project,
but with a little more effort it might have been
outstanding. The student is proficient in using the color wheel and
vocabulary. Advanced The artwork was planned carefully, explored several color
choices (mixed a number of different hues, ex. three different
oranges) before selecting one for the finished product.
The project was continued until it was as complete as the
student could make it and they gave effort far beyond that
which was required. The artwork was done patiently and
beautifully. The student makes connections to higher
knowledge of the color wheel and its vocabulary.