Course ____ Painting ______Topic Color Theory

New Vocabulary:
Color theory
hue
primary
secondary
value
tints
shades
intensity
monochromatic
cool colors
warm colors
analogous colors

Teacher __Ms. Smoot_

Instructional Goal/Rationale/Essential Questions

What is color theory?
How do we create colors?
Performance Objectives (consider multiple levels of Blooms):
Given acrylic paint, students will be able to experiment with mixing paint to match paint chips or any
colors of their own.
Students will be able to demonstrate color theory on a color wheel with individual design.
Students will be able to articulate the assumed meaning and associations of color.

Standards:
Comprehend:
Visual art has inherent characteristics and expressive features

Reflect:
Reflective strategies are used to understand the creative process
A personal philosophy of art is accomplished through use of sophisticated language and studio art
processes

Create:
Assess and produce art with various materials and methods

Transfer:
Communication through advanced visual methods is a necessary skill in everyday life
Reflection about and
or teaching to:
Learning Styles
___AR ___CR
___AS ___CS
___ Visual
___ Auditory
___ Kinesthetic
Diversity

Resources/Preparation/Material Needed:

Time
Estimate

Acrylic paint
Paint brushes
Water cups
Mixing palette
Palette knives
Paper taped to board
Sketchbooks

Introduction/Set/Focus/Attention Getter/Pre-assessment:
Color video Tom Sachs (find edited version)

___ Gender
___ Multicultural
___ Disengaged
___ Special Needs

Instructional Input/Body of Lesson

Teacher Actions

Multiple
Intelligences
___ Verbal/Linguist
___ Logical/Math
___ Naturalist
___ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic

Instructional
Techniques
___ Inquiry
___ Direct Instruct
___ Coop Learning
___Concept
___Discussion
___Laboratory work
___Demonstration
___Other
Technology Utilized

Have students prepare painting materials

Have students use pages of their sketchbooks
to begin experimenting with mixing colors of
paint together
Have them create matches of paint chips,
objects in the room, and colors they like.
Class discussion:
What are some common associations made
with certain colors?
Do the tints and shades share that association?
What are common meanings of known colors?
Encourage students to analyze the colors they
created
Have students design a color wheel of any
shape and begin filling it in with all of the
primary and secondary colors (red, orange,
yellow, green, blue, purple) also include the
tint and shade of each color.
Work time
Review all parts of color theory

Student Actions/Expectations

Students will generate ideas

and improve paint mixing
studio skills

Students will analyze the

use of color in the world and
the different meanings it can
create

Students will demonstrate

their knowledge of color
mixing and color theory to
create a color wheel for
reference in future lessons

Review/Closure/CSU:
Discuss the use of color in painting and its importance and how famous painters use color to
communicate

How are Objective/Standards Assessed in this lesson?

Did students experiment with mixing paint to match paint chips or any colors of their own?
Did students demonstrate color theory on a color wheel with individual design?
Did students articulate the assumed meaning and associations of color?

Modification/Accommodation/Adaptations
Demonstrate setting up a palette and color mixing techniques
Show color wheel examples
Labeling to help remember

Reflection