I'm coloring my imagination!
|
|
Topic(s):Science and Visual Arts: The Science of Color/Color Theory and Color Wheel
|
Images/Video Resources
What is color? How was the first Color Wheel discovered?
Look at this picture of the light passing through the prism, bending it to a band of colors.
Look around you, there is color everywhere. Nature is full of it!
What does the Color Wheel consist of? Watch this video to understand about the color wheel.
What colors can you mix to create secondary and tertiary colors? Take a look at this Slide presentation to find out. Here is a fun video about color!
How would color sound if they could play music? to fin out watch this next video
|
Scenario |
|
|
This year, Myra Green Middle School art students had been assigned to paint a mural that reflects imagination with color. This mural will be painted on large white butcher paper that will be placed at the school cafeteria. Before we start brainstorming ideas, sketching, and painting; I have to inform you something.
There is a problem! This year the school budget is very tight and will not be able to buy the variety of acrylic color paint we need for our mural.
The good news is that we have in storage six gallons of paint. There are 2 gallons of red paint, 2 gallons of yellow paint and two gallons of blue paint.
The question is…
Can you create all the colors needed out of these three colors?
|
|
Task |
Sample Investigations/Teacher Resources |
|
Did you know that artists are inventors? We are inventors when we use our creativity and imagination. It helps us to find solutions to any kind of problem. In this case, as an artist, you have to color your imagination. There are 3 assignments created for this lesson. For these 3 assignments you will be working in teams of three.
Assignment 1:
Your task is to come up with the solution of our problem. You have to create more colors by mixing the three primary colors; red, yellow and blue. You will experiment with each of these colors, so you must be able to create at least 12 colors in total. These 12 colors will create a color wheel.
Each team will have the following resources:
In this assignment you have to explore and do a research about the science of color. You can search about color with questions like this.
While you are experimenting and creating colors, have a team member take notes of the formula for creating colors.
You will gather all of the information found to create a 5 slide PowerPoint presentation with all of your findings.
Assignment 2:
For this assignment you will be provided with
The second phase of this lesson is to create a tutorial video. This will be a short 2 to 5 minute video. In this tutorial video, your team will explain or demonstrate step by step how to mix the primary colors in order to create the secondary and tertiary colors. In other words, the video will be about how to create the color wheel to show the mixing of the colors.
When I say color wheel, I’m not referring to the typical circular wheel. Of course, you could use that color wheel if you want. But, I’m referring to creating the spectrum (a band of colors) but produced by the primary colors.
*see the videos provided to get ideas on your video making. Be creative! Or search for ideas on the Color Theory customized search engine.
Assignment 3:
For this assignment you will be provided with
*Please refer to the painting images provided above at resources section, or use the Color Theory search engine to find ideas for your painting.
|
Here are some samples and ideas for the students' paintings. The paintings have to show the spectrum (band of colors or the color wheel).
This is a good example for the students' presentation. The PowerPoint has to be no more than 5 slides long.
Color from Rachel Staves
Here are some samples and ideas the students could use to experiment with color to create a tutorial video on how to mix colors to create secondary and tertiary colors by using the primary colors. They are NOT limited to paint, they could use other medium such as ink, modeling clay, food coloring, markers, colored pencils, light, etc.
|
Student Resources |
Rubrics |
|
In this Search Engine you can find everything you would like to know about the Color Theory and the Color Wheel, Quizes and games. You can also find pictures and ideas for your painting.
Take a Quiz to test your knowledge on the Color Theory http://www.kidzworld.com/quiz/3139-quiz-test-your-color-wheel-trivia http://www.proprofs.com/quiz-school/quizshow.php?title=color-wheel&quesnum=1
Color Theory Games http://www.primarygames.com/color_fun/color_fun.htm http://www.thetech.org/exhibits/online/color/overview/ http://www.phy.ntnu.edu.tw/oldjava/color/color_e.html http://www.enchantedlearning.com/art/Colormixing.shtml
|
|
Student Work |
Standards |
|
1. Read and analyze the scenario and situation.
1. List your personal understanding, ideas or hunches. Now that you are familiar with the science of color you will write everything you know about the color wheel. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.2. List what is known. With your team use all the information available in the scenario to list everything that you know about the color wheel. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about the color wheel. With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
5. Develop a problem statement. You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation. Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
*Please refer to the resources above to understand expectations of presentations.
|
Science (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
Art (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate themes from direct observation, personal experience (B) analyze and form generalizations about the interdependence of the art elements such as color and texture (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. (C) demonstrate technical skills effectively, using a variety of art media and materials to produce sculptures and electronic media-generated art. |
|
Copyright and resource attributions
Images
Slideshare
YouTube videos
|
|
The third phase of this lesson is to create a painting by illustrating the theme; “imagination with color”. You and your team will decide how to illustrate this painting and make sure you use the spectrum (band of colors) in your painting. You will be painting on the white poster board with tempera paint. There will be only 1 painting per team. On the day of the presentation, we will pick 2 finalist paintings. Then, we'll decide by majority of votes for the one painting. This painting will be reproduced at the school cafeteria and painted with the acrylic paint for our mural. By this time we will have 12 colors of acrylic paint ready to be used for the mural.
