chrysanthos Version 2.2 by Chrysanthos Color Company Limited China. All rights reserved.

Transcription

1 chrysanthos C O L O R C O M P A N Y L T D Version 2.2 by Chrysanthos Color Company Limited China. All rights reserved. 1

2 contents Outline 3 Lesson 1 5 Lesson 2 9 Lesson

3 outline The Color Wheel project aims to assist junior school students in attaining knowledge, skills and concepts about color, color theory, shapes and use of a color wheel to create 2D & 3D images. This manual contains three 50 minute lessons that cover: Aspects of color and shape Setting up activities Materials required Additional activities Resource material for the lessons in this manual can be found on the Chrysanthos Color Company web site. Visit: Comments and suggestions are welcome. Write to: colorwheel@chrysanthos.com 3

4 outline Focus Lesson 1 To look at colors and how the primary colors yellow, red and blue can be mixed to create the secondary and tertiary colors of a color wheel. Lesson 2 To examine concepts of color theory including cool and warm colors, tints and shades and color schemes. Lesson 3 To learn about and manipulate shapes to create visual images. Skills, concepts, knowledge & attributes The student is able to... Objective 1 Investigate Introduce the language of art specific terms Use appropriate terminology to discuss differences between art terms Objective 2 Plan Make predictions, experiment and anticipate possible outcomes Manipulate the art element of color to develop art ideas Develop an awareness of their personal preferences Objective 3 Create Mix colors and create a color wheel from painted shapes Use their imagination and experiences to inform their art decision making: manipulate the color wheel to produce many 2D and 3D designs Design and trace a 2D design created using the color wheel then use color concepts learned to color the image and describe the color scheme adopted Participate in individual and collaborative creative experiences Create artwork in response to a range of stimuli Use a range of strategies to solve problems during the creative process Objective 4 Respond Sharpen their powers of observation Assess and appraise their work and that of others Compare their art works with known objects, buildings and natural creatures Use appropriate terminology to name and describe their art works 4

5 lesson 1 Materials Acrylic paints: yellow, red and blue (primary colors) Paint brushes (preferably of taklon or similar quality bristle) One unpainted color wheel per student or group Paint palette or egg carton per group Storage area to place completed work Plain color wheel template (Figure 1) for each student to use as a guide Color wheel theory poster Several sets of electronic scales (optional) Preparation Colors to be mixed are represented as ratios of primary colors. These can be weighed for more accurate results or measured by eye in the ratios shown in Diagram 1. The visual method is less accurate however demonstrates the concept of mixing colors to create other colors. Younger students can have the required primary colors pre measured to mix themselves and create secondary and tertiary colors Older students can be given the proportions of primary colors required and measure them out themselves and mix to create secondary and tertiary colors diagram 1: Red P Blue P Yellow P P Primary color S Secondary color Purple Green Orange S S S T P Tertiary color Percentage ratio when mixing color Yellow-orange Yellow-green Red-purple Red-orange Blue-green Blue-purple T T T T T T

6 lesson 1 The pallets can be covered with paper or the egg cartons closed to store in the classroom in a cool place for several hours. Leave one pallet or egg carton free to demonstrate the mixing of colors and have a set of 12 shapes available to show how to paint the shapes. Procedure Step 1 General discussion Our world is full of colors! Ask students to explain what this means A piece of art with a range of colors can be provided as stimulus material for the discussion of color Students may name colors that they know, talk about the colors of nature (and how they change with the seasons), reflect on a sunset they may have seen or the use of color in advertising etc. Step 2 Introduce the concept of primary colors and identify them Ask students to identify yellow, red and blue as the primary colors See if anyone knows what is special about these three colors or why they are known as primary colors (cannot be created by mixing other colors) Step 3 Introduce the shapes the students will be painting Students may comment on its irregular shape or even give the piece a name (the name that has been given to the shape is a Trigeod TM ) They can see that 12 shapes placed together form a circle Step 4 Demonstrate how to paint the shapes Using a clean brush for each color, show students how to first hold the shape (by the smaller end) and paint one face and the sides. Place aside to dry and proceed to paint the second and third shapes, similarly. Then repeat these steps painting the unpainted sides 6

7 lesson 1 Step 5a Mix primary colors together to produce secondary colors Students watch as the teacher mixes the secondary colors. They are reminded to mix the secondary colors in new wells in their palette. Note: Brushes do not need to be washed and can be reused as shown below. red brush blue brush yellow brush Purple Green Orange S S S Step 5b Mix primary colors together to produce first three tertiary colors These are made by mixing one of the secondary colors with one of the primary colors. For ease however, the tertiary colors should be mixed in the proportions given in Diagram 1 using only primary colors. red brush blue brush yellow brush Red-purple T Yellow-green T Yellow-orange T Step 5c Mix primary colors together to produce last three tertiary colors red brush blue brush yellow brush Blue-purple T Blue-green T Red-orange T

8 lesson 1 Step 6 Assemble the color wheel When all shapes are dry, students use the template to assemble their color wheel. First they place the primary colors on the template, then they add the secondary colors, and finally they add the six tertiary colors. See Diagram 2. diagram 2: yellow-green yellow yellow-orange green orange blue-green red-orange blue blue-purple red red-purple purple 8

9 lesson 2 Materials Student s Color wheel from Lesson 1 for reference Color wheel theory poster Internet enabled flat screen display, student laptops or tablets Preparation Have Chrysanthos web site color wheel section open on devices. Procedure Step 1 Discussion and revision Teacher helps students to reflect on what they achieved in the previous lesson: What are the primary colors and why are they called primary colors? How do we make the secondary and tertiary colors? How many primary, secondary and tertiary colors are there? Where are the primary, secondary and tertiary colors placed on a color wheel? What are the names of the secondary and tertiary colors? Step 2 Students are introduced to warm and cool colors Definition: Hue refers to the colors of the color wheel. The expressive nature of color is important as colors are selected and combined to create an emotional response. Bright or warm colors are more cheery whereas darker or cool colors produce feelings of sadness and negativity. Warm and cool colors are also used to create the illusion of size. Warm colors make objects look larger and closer, whereas cool colors make them look smaller and more distant. Students are asked to identify warm and cool colors using the names of the colors on the color wheel. They need to express the feelings they experience when seeing these colors. View Warm & Cool diagram on the Chrysanthos web site in Color Wheel then About Color. 9

10 red lesson 2 Warm hues are: Yellow through to Red-Violet Cold hues are: Violet through to Yellow-Green yellow-green yellow green yellow-orange blue-green orange blue red-orange blue-purple purple red-purple All colors can be made cooler or warmer by the addition of a contrasting color. For example, red can be made cooler by the addition of a little blue so that it becomes a cool red. 10

11 lesson 2 What moods different colors create A neutral color and also represents authority and power. A neutral color and also represents purity. A neutral color and also represents stability and is contemporary. This color can convey a religious or honorable feeling; it can also be considered restful cool and soothing. Vibrant, passionate, fiery and hot, this is an energetic color. Red can also give the impression of anger, hate or war. This color can also be of a religious nature, but generally this is a warm inviting lively color. This is a bright, friendly and happy color used almost always to uplift the scene. This is a calming soothing color; it is fresh, clean and creates a peaceful feeling. This color is used frequently as it suits many homes and many people prefer its harmonizing nature. This is a calm, quiet innocent color; it also gives that homey/country comfortable feeling. Students can be shown examples of paintings/pictures and asked to comment on the color scheme used and how they feel about them and the impression created. View Warm & Cool pictures on the Chrysanthos web site in Color Wheel then About Color. Ask students to convey the feelings the various pictures may evoke. Notre Dame on an overcast day. Feelings of gloom. Notre Dame on a sunny day. Feelings of calm and comfort. Park on a sunny day. Feelings of calm and soothing. Seine and Eiffel Tower on an overcast day. Feelings of gloom. Sunset. Feelings of warmth. Depiction of same room lit up with warm and cold light. The warm room appears slightly larger than the cold room. 11

12 lesson 2 Step 3 Students are introduced to tints, tones and shades Adding white, grey or black to the hues on the color wheel will alter the lightness or darkness of the hue creating tints, tones and shades of the hues. The amount of white, grey or black added will determine the final lightness or darkness of the color created. Hues Tints Tones Shades View Tints, Tones & Shades on the Chrysanthos web site in Color Wheel then About Color. Ask students to identify the tints tones and shades in each picture. Can they identify the hue from the color wheel that has been modified by the addition of either white, grey or black? Picture 1 - Tints, tones and shades of blue. Picture 2 - Tints, tones and shades of blue and green. Picture 3 - Tints, tones and shades of pink. 12

13 lesson 2 Step 4 Students are introduced to color schemes So far we have dealt with single colors. The combination of different colors is referred to as color schemes of which there are broadly three types; Related, Contrasting and Discordant. Related Related color schemes are divided into two categories: Monochromatic and Analogous Monochromatic: Uses a single hue and its varying tints, tones and shades Analogous: Uses adjacent hues on the color wheel monochromatic analogous View Related Color Schemes on the Chrysanthos web site in Color Wheel then About Color. Ask students to try and identify some of the color schemes shown in the pictures. Picture 1 - Monochromatic: Tints, tones and shades of pink. Picture 2 - Analogous: Blues, greens and yellows. 13

14 lesson 2 Contrasting Contrasting color schemes are divided into three sub categories: Complementary, Split Complementary and Triadic. Complementary: Two hues are used that are opposite to one another on the color wheel Split Complementary: Any hue is selected and then two hues next to its complementary color Triadic: Three colors are used that are evenly spaced from one another complementary split complementary triadic View Contrasting Color Schemes on the Chrysanthos web site in Color Wheel then About Color. Ask students to try and identify some of the color schemes shown in the pictures. Picture 1 - Triadic: Blue, red and yellow. Picture 2 - Split Complementary: Green, red-orange, red-purple. Picture 3 - Complementary: Red and green. 14

15 lesson 2 Discordant Discordant color schemes are divided into three sub categories: Double Complement, Alternate Complement and Tetrad. Double Complement: Two sets of complementary colors are used Alternate Complement: A Triad is used with another color selected that is a complement to one of the hues Tetrad: Four colors are used that are evenly spaced from one another double complement alternate complement tetrad View Discordant Color Schemes on the Chrysanthos web site in Color Wheel then About Color. Ask students to try and identify some of the color schemes shown in the pictures. Picture 1 - Alternate Complement: Blue, green, yellow and red. Picture 2 - Tetrad: Red, green, blue and yellow orange. Picture 3 - Double Complement: Red, green, yellow and purple. 15

16 lesson 2 Step 5 Other color schemes are achromatic and polychromatic Achromatic lacks color and include browns, grey s, pastel colors etc. Pure achromatic colors include black, white and all greys. Polychromatic uses multiple colors and techniques from above. achromatic polychromatic View Other Color Schemes on the Chrysanthos web site in Color Wheel then About Color. 16

17 lesson 3 Materials Prepainted Chrysanthos color wheel or painted shapes that have been glued together to create 3D desings A3 sheet of white paper with students name on a top corner Color wheel theory poster Digital camera Pallet, primary colors, black and white Preparation Pallet or egg cartons are preapred with the primary colors, black and white in seperate wells. The pallets are covered or cartons closed until needed. Procedure Step 1 Revision of previous lesson Teacher helps students to reflect on what they achieved in the previous lesson: What are warm and cool colors and how are they used? Explain what Tints, Tones and Shades are? How many main color shemes are there and what are they? Name some of the sub categories within each color sheme and describe it? What are achromatic and polychromatic color schemes? Step 2a Discussion on shapes (geometric and organic) The teacher talks about shapes in art of which there are (in the broader sense) two types; geometric and organic. Geometric shapes are defined as shapes that have regular appearance and are typically man made using machines. Examples are circles, squares, triangles, rectangles, ovals, etc. geometric 17

18 lesson 3 Organic shapes are defined as shapes that are irregular or asymmetrical in appearance and tend to have a curvy flow to them. Nearly all shapes found in nature are organic in appearance. Examples are leaves, flowers etc. ORGANIC The teacher asks the students what shapes they know and these are drawn on a white board. Then the teacher asks the students to classify the shapes as regular (geometric) or irregular (organic). Step 2b Discussion on shapes (Trigeod) In this part of the lesson the students are asked to explain whether the shape used in the color wheel is geometric or organic. The shape used in the color wheel has been dubbed a Trigeod, and although geometrically designed, it is clearly irregular, therefore classifies as an organic shape. The name Trigeod was coined as in its pure form it is a three sided (tri), geometric (ge), however odd (od) shape, therefore tri+ge+od. Note: For safety reasons the pointy end of the shape has been truncated creating another small side. View Geometric vs Organic Shapes discussion on the Chrysanthos web site and choose Color Wheel then About Shapes. For the rest of the lesson, keep the digital camera ready to take pictures of what students create on their A3 sheet of paper. Their name should appear on the top of the sheet to identify owners of designs. 18

19 lesson 3 Step 3a Students attempt to construct regular designs with Trigeod shapes The teacher asks students to construct regular designs using 12 Trigeod shapes. For example circle, square, oval, etc. After making their designs, students can walk around the classroom to see how other students solved this problem. Step 3b Students are introduced to biomorphs (organic designs) Biomorphs are shapes and patterns created that resemble living organisms. The Trigeod being organic has the ability when used in simple combinations to create biomorphic characters, that exhibit characteristics that resemble the key characteristics of their real counterpart. Students are asked to- Explore this concept by experimenting with what organic designs they can create using 12 Trigeod shapes Comment on what they have created and walk around the room to see what other students have created View Biomorphs discussion on the Chrysanthos web site and choose Color Wheel then About Shapes. 19

20 lesson 3 Step 3c Students are introduced to three dimensional designs Students are encouraged to create three dimensional ideas, again using all 12 Trigeod shapes. Below are some examples: 20

21 lesson 3 Once again, students are to- Comment on what they have made Walk around to see what other students have created Step 4 Additional Trigeod play Students are encouraged to construct buildings either alone or collaboratively using more than 12 Trigeod shapes. Set specific tasks to develop art principles, ie: Balance, patterns, etc using 12 Trigeod shapes. See if they can write their own name, their initials or words/characters of a different language. 21

22 lesson 3 Step 5 Introduce students to more aspects of the Trigeod Shape. View One Shape, Many Minds, Infinite Possibilities discussion on Chrysanthos web site and choose Color Wheel then About Shapes. Follow with a view of what is possible with the Trigeod shape by viewing The Fun with Shapes section of the Chrysanthos web site. Step 6 Use knowledge of color and shapes to create scene. Using their painted color wheel, ask students to create a 2D design on paper and trace around it. Then color in the design using their knowledge of color schemes. On completion they can discuss their design, identify the color sheme used and why they chose that color scheme for their picture. Step 7 Additional activites (Optional). A completed two-dimensional form can be traced onto colored or plain paper to be cut out and added to a collage A digital picture of a form can be included as part of an animated presentation in software such as Kid Pix Photocopy a digital image then place the photocopy upside down on a T-shirt, paint turps to back of photocopy and then iron print will transfer to T-shirt which is then colored using markers (iron again to set image). Personalized name cards, identity badges and letterheads can be produced using the computer and digital images of student work 22

23 lesson 3 assorted biomorphs/creations 23

24 lesson 3 alphanumeric characters 24