Color Theory Art Supplies

Lesson Objective: Study Josef Albers and Color Theory 

Apply knowledge to a still life of art supplies done in 9 different color schemes

Key Vocabulary: 

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. 

Materials: 

12x12 card stock

Colored pencils

Sharpies

Still life of art supplies

Focus Artist: Josef Albers 

Project requirements: 

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 

Assessment: 

Informal: Written Peer Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

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

Modifications: 

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.

Scaffolding adaptations: 

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.

DIRECT 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 

Discussion: Color

Key Vocabulary featured on PPT with visuals: 

Hue

Value

Intensity

Chroma

Saturation

Contrast 

Complementary Colors

Simultaneous Contrast 

Successive Contrast 

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 

Teacher Models: 

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

Project: 

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.