EigHth grade

PAINTING, COLOR THEORY & OPTICS

Essential Questions

• Is the hue of a color in the eye of the beholder?

• What is the science of light and color?

• How can we mix paint to match colors we observe in nature? 

Sphere Shading

Overview

Students will be challenged to think about the ways in which our perception of a color is relative to context. They will paint a color wheel and discuss how it helps artists see differences between hues. In guided dialogue, students will look at and respond to paintings that explore color relationships. After completing a worksheet about the science of color and light, they will learn about two different color models, the Pantone and Munsell system. They will consider the science and subjectivism involved in setting “universal” color standards. They will choose “matching” color swatches from each model and practice their painting skills by mixing paint in that color. 

The following is a summary of this project design.  Please view the full project design for complete lesson plans, including my consideration of student development and state learning standards.

LESSON 1: HOW IS COLOR RELATIVE TO CONTEXT?

Students will be challenged to think about the ways in which our perception of a color is relative to context; what appears to be “red-orange” in one color wheel may appear “orange” on another.  Students will learn to use paintbrushes effectively, then begin to mix paint and create hues for a 3-ring color wheel. After painting the outer ring, they will paint the second ring by trying to recreate the same hues of color. Students will mix complementary colors to paint neutral tones in the third, inner ring. 

Color Wheel

LESSON 2:  COLOR THEORY & OP ART

Students will complete their color wheels. In guided dialogue, they will respond to paintings by Joseph Albers and discuss qualities of color. In small groups, they will list aspects of Albers’ work that connect to their own experience with paint. 

Josef Albers, Homage to Square On an Early Sky, 1969. 

Josef Albers, Homage to Square On an Early Sky, 1969. 

““Color is the most relative means of artistic expression. If one says ‘red’ - the name of color - and there are fifty people listening, it can be expected that there will be fifty reds in their minds. And one can be sure that all these reds will be very different.””
— Josef Albers
After creating their color wheel, students will cut out their work and create an original collage. They will design an arrangement that demonstrates their understanding of one or two relationships in color theory.

After creating their color wheel, students will cut out their work and create an original collage. They will design an arrangement that demonstrates their understanding of one or two relationships in color theory.

LESSON 3: COLOR DETECTIVE

Students will choose a swatch from the Pantone or Munsell Color System. They will mix paint to match the color and write notes that will help them recreate it for a later painting.

Munsell
Swatches

LESSON 4: THE "SCIENCE" OF COLOR

Students will work individually for 5-10 minutes to begin a worksheet; they will complete the section that asks them about color theory.  As a class, they will review their answers and, in guided dialogue, they will discuss what they know about the color spectrum in light.  Why do we see the different colors in a rainbow?  The discussion will continue as students read about the refraction of light on the following section of the worksheet.    Students will watch a brief video about the spectrum prism, followed by a presentation on the relationship between perceptual hue (in relationship to wavelength) and hues in pigmentation, and continue to fill out their worksheet.

Color Basics 1
Color Basics 2
Color Basics 3
NYT CC Pantone.png

LESSON 5: VALUES, TINTS, SHADES

Using a self-mixed color, plus black and white, students will make monochromatic value scales and paintings of spheres. Students will consider how light, color, and values allow artists to paint the illusion of three-dimensional space on a two-dimensional surface. 

Value Scale Painting

LEARNING OBJECTIVES

Students will learn that: 

ARTISTIC SKILLS

  • They can carefully clean, dry, and use a single brush to apply and spread different colors of paint evenly onto paper 

  • When they mix different colors of paint, it helps to start with the lightest color and slowly mix in darker colors (in small amounts) until they reach a desired hue, tone, or shade 

  • They can look closely, make comparisons, and use color theory to mix paint that matches any hue they observe 

  • They can paint values to show how light hits an object, and to create the illusion of three-dimensional space on a two-dimensional surface 

VISUAL LITERACY

  • The color wheel helps to show the relationship between colors 

  • Color is universal and scientific, yet personal and subjective in experience 

  • Complementary colors (warm and cool colors) contrast each other in extreme ways 

INTERDISCIPLINARY

  • The refraction of white light causes wavelengths to bend and show different hues of color to the human eye 

  • Today, manufacturers make synthetic pigments  for paint, using chemistry and models such as the Munsell Color System for identifying colors 

  • A scientific model is a system used for analysis; the color wheel is an example of a model that shows relationships in color theory