Lesson Objective: Study Josef Albers and Color Theory
Apply knowledge to a still life of art supplies done in 9 different color schemes
Hue is the term given to the various colors we perceive e.g., red, blue, green, red-purple, Value is the lightness or darkness of a hue
Value is higher (lighter) when there is more lightness. (Tint)
Value is lower (darker) when the hue appears darker. (Shade)
Saturation, purity of color, refers to the comparison of a color to a neutral gray
Neutral gray is achromatic
Full color is fully saturated/pure and brilliant: Chroma
Saturation levels vary with different hues:
The most intense yellow appears brighter than the most intense blue-green. For any hue, saturation ranges from 0 percent (neutral gray) to 100% (maximum saturation).
At maximum level, 100%, color appears pure and contains no gray
Contrast: refers to one object's difference in color and luminance compared to its surroundings or background. Black and white Highest possible Contrast
Scale refers to relating size to a constant, such as a human body.
Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations
Complementary colors: Opposite on color wheel (High Contrast)
A Hue will appear darker on lighter background and lighter on darker background
Proportion is the size relationship of parts to a whole and to one another.
12x12 card stock
Still life of art supplies
Focus Artist: Josef Albers
Create a Slotted color sculpture exploring color relationships
Sketchbook: Students will draw color plans for each square of their project and
submit plans for approval. Required:
9 Different color schemes
Student/teacher should be able to easily identify theme
Project: Create 12x12 study on paper exploring Josef Albers studies on color
Precision: Focused effort on end result
Informal: Written Peer Critique
Formal: Artist Statement
Formal: Grading final sculpture
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.2 Compare and contrast works of art, beyond the obvious and identifying psychological content found in the images
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project.
Color has a huge effect on our daily lives.
Everyday our emotions, moods, physical sensation (appetite) are influenced by the colors that surround us.
There are three (3) properties to color:
Hue: the name we give to a color (red, blue, etc.).
Intensity: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).
Value: meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.
Students will revisit color and line from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.
Day 1 and 2: Power Point Presentation Color and Albers
Pre-assessment: Science and Art
Opening: Art Link: Quote from Albers on Science and Art
Review: Elements of art
Key Vocabulary featured on PPT with visuals:
Color Schemes (relationships)
ART HISTORY: Josef Albers
Josef Albers (1888 – 1976)
German-born American artist and educator
He worked, both in Europe and in the United States
Taught at Yale University
He formed the basis for the most influential and far-reaching art education programs of the 20th century.
Alber’s had an endless fascination with color discrepancy:
How colors look when seen one at a time
How they appear in different combinations
Color Theory: The study of Color
Albers noted experiencing color varies based on individual personalities and factors like hue, dimension, and placement.
1949-1976, Josef Albers created a series of paintings titled Homage to the Square.
Experience is the best teacher of color.
There is no shortcut to your 10,000 hours towards mastery of this subject.
Unless you experiment with colors the way Albers prescribes, you will not fully comprehend how the exact same color:
Looks different in small quantity vs. large quantity
Looks different surrounded by another color.
Color is constantly related to its neighbors and to changing light conditions.
Albers chose the square for its neutrality
He felt that such a common shape would not distract viewers from their experience of color.
To create a "pure" experience, he applied his pigments directly from the tubes.
Spread pigments in thin layers onto the surface of the canvas (No Texture)
Studied color with paint on paper
Avoids mixing paint
Saves time and materials
Gain active interest, no prep
Precision of tone, light and surface quality
No texture (i.e. brush strokes)
Intensity is a synonym for magnitude or strength.
Contrast: refers to one object's difference in color and luminance compared to its surroundings or background.
Black and white
Complementary colors: Opposite on color wheel
Monochromatic colors are all the colors (tints, tones, and shades) of a single hue.
Huedoku: Students play the app Huedoku to see their learning at work. The app is created from Albers studies and allows students to place colors in the right order based on hue. Students will both watch and play. Student playing will be active in color placement students watching will observe how color changes based on its neighbors.
Review each Color scheme on last slide to check for understanding
Color throughout discussion
Students take notes in their sketchbooks
Teacher Monitors throughout discussion
The game Huedoku on how to play with three color boxes
Check for Understanding:
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion ensure comprehension and active note taking
Students play the Huedoku App with 4 color boxes and higher
Day one: Students complete study of ideas in their sketchbook.
Ideas should include various art supplies, 9 boxes and different color schemes
Day two: Students continue with their plans and submit for approval and large paper
Day three students begin on large paper by scaling up ideas to meet the 12x12 paper
Day four: students begin to map out each color scheme considering foreground, background etc.
Day 5,6,7: student implement ideas through precision and knowledge
Final product should include Light, Shadow and Value
Day 8: Critique
Day 9: submit final work for a grade.