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. 

Blind Contour Still Life

INTRODUCTION to lesson (Anticipatory set): 

"I hate flowers -- I paint them because they're cheaper than models and they don't move."- Georgia O'Keeffe. 

Students will: Think-Pair-Share

Independently read the Quote

Discuss the quote with group members

Independently write down their own response

Share written responses with group members

Participate in this class discussion 

OBJECTIVE: Draw and shade a large still life using Blind Contour Drawing as the tool.  Students will finish the blind contour drawing using shading techniques they have studied previously.

Draw their hands for pre-assessment

Discuss art history, Blind Contour, shading techniques

Practice drawing still life several times

Students will be able comprehend and use these terms in relation to drawing 

Hatching Blind Contour Stippling Tint

Crosshatching Contour line Scumbling Contour hatching

Shade Light Source Still Life Modified BCD

CA STANDARDS: 

1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.

2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view

4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection)

PURPOSE: Drawing in the Blind Contour drawing technique become more valuable when students understand the rules and see a finished product

INSTRUCTION: 

Students will be introduced to the artists Andy Warhol and Barry Flanagan and their line drawing studies. These works will allow students to comprehend using blind contour and a simplifying a still life from objects to shapes. 

MATERIALS: Sketch Books Drawing Pencils

Copy Paper 12x18 white paper or card stock

DIRECT INSTRUCTION:

Day 1: Power Point Presentation

Opening: In sketch Books, Art Quote O’Keeffe activity

Review Girl upside down and directions

Draw hand in two minute timed blind contour drawing 

Model or show video of Blind Contour 

Art History: Andy Warhol and Barry Flanagan

HOLDING YOUR PENCIL

Try each hold in sketch book

Shading Techniques

Draw still life in two minute timed drawing for the remainder of class

CLOSURE: How do you feel about the Still life Drawing? Write brief 

Notes on thoughts in sketch book. 

Teacher Models: 

Blind Contour Drawing of hand

Each Shading Technique 

Check for Understanding: 

Check Blind Contour hands by walking around the room

Check Blind Contour Still life by walking around the room

Day 2: Studio class

Opening: "The best artists know what to leave out."- Charles de 

Lint,

Review Power point on Blind Contour rules

Review holding your pencil

ASSIGN FINAL ART PROJECT: 

Draw still life on large paper

Fill the page with balanced composition

Find details of each object using line

Find Light source of each object and identify the lightest

And darkest point of each

Shade each object in still life 

Students receive large Paper and begin their BCD of Still life

Students complete drawings by finding all the details in the still

Life using line. 

CLOSURE: write brief summary of studio class in journal

Like/dislike/rules/etc.

Day 3: Studio Class

Opening: Art Link: Draw five circles and try each shading technique 

From one light source

Review Shading Techniques

Students begin to finish each still life object using each shading

Technique at least once in the composition

CLOSURE: How do you feel about your work to date? 

Day 4: Studio Class: Work on Final assignment

Opening: ART LINK: Don’t think about making art just get it done. 

Let everyone else decide if it’s good or bad, whether they 

Love it or hate it. While they are deciding , make more art. 

Students continue work on final art project

Day 5: Studio Class: work on Final Assignment and CRITIQUE

Opening: In sketch books, Draw Your Hand using BCD

and shade one finger 5 Minute activity

Students complete final project first 30 minutes

Students participate in Critique last 25 minutes of class. 

Warm and Cool Blind Contour Grid Drawings with Van Gogh

PREPARATION: print or have the students draw in grid lines on heavy card stock or tag board

DISCUSSION: Line can you have a piece of art without line?

Contour line? what does contour mean? Outside line

Think of a coloring book you can’t color in a stick figure

Blind Contour drawing? what could that mean? Drawing without looking at your paper. 

it is the best way to draw because you are drawing with your eyes, not your brain.

Let’s try it:

Rules for blind contour:

the drawings are timed and we will start with one minute drawings

Pick a point at the top of the flowers let your eyes move all around the contour line 

As your eye moves you should also move your hand holding the charcoal pencil. 

Don’t look at your paper only the flowers as your time starts and your hand begins to move

Don’t pick up your pencil at any time

Don’t stop drawing until the one minute time is called 

If your drawing ends up looking more like a wrecked car than a person…don’t panic…have fun and keep practicing.

We will do this three times until you get the hang of it

Our last drawing will be done on grid tag board/card stock

Quick 2nd Discussion: Van Gogh, warm and cool colors and Prints

Show his Sunflowers

open a discussion

why is it so famous?

what do you like about the work?

how many different colors did he use for the piece?

MONOchromatic: MONO means ONE.

Warm and cool colors: 

warm colors make up half the color wheel. they are red, yellow and oragnge

they make us warmer, excited and energized

cool colors make up the other half of the wheel: blue, green, purple

they make us cooler, relaxed and somber

ARTIST: VAN GOGH

Vincent  van Gogh (30 March 1853 – 29 July 1890)

Dutch Post-Impressionist painter 

Known for his  vivid colors and emotional impact. 

Known for his paint application creating texture and movement.

died largely unknown, at the age of 37

sold only one painting while he was alive

Oil Pastels: They are like Crayons but they are made with oil not wax so they are more easily blended. Press harder for more oil like results.

PROJECT:

Using your best blind contour drawing from earlier

Step1: grab your tag board with the blind contour flowers

Step2: fill in the gridded flowers with WARM colors making sure that every time you cross a line you change to a new warm color.  (you can use all yellows but you need to have three or four different shades)

Step3: Complete the flowers using all WARM COLORS

Step4: Fill in the gridded background with all COOL colors making sure that every time you cross a line you change to a new warm color.  (you can use all blues but you need to have three or four different shades)

Step5: Complete the background using all COOL colors

Step6: look at your piece and fill in, blend and create to make a artistic finished piece.

Step7: if time allows you could also paint one of your blind contour drawings 

MATERIALS: Tag board or card stock

Oil pastels in at least 16 different colors

Pencils

Copy paper

Wet watercolor flowers with Raoul Dufy

Discussion: 

Line 

Shape

watercolor techniques

Still life

Artist: Raoul Dufy

(3 June 1877 – 23 March 1953) 

He was a French Fauvist painter. 

He developed a colorful, decorative style that became fashionable for designs of ceramics and textiles, as well as decorative schemes for public buildings. 

He is noted for scenes of open-air social events. 

He was also a draftsman, printmaker, book illustrator, a theatrical set-dresser, a designer of furniture, and a planner of public spaces

He worked with Matisse and was influenced by Cezanne

Examples of his work below

project is painting water colors in the wet on wet method to create loose images of flowers

step 1: take a clean brush and dip in the water and wet the entire surface of the paper
step 2: take different colors of the water color and dab small amounts of the color to allow the paint to bleed on the surface.  Proceed with this step till you get the desired effect.
step 3: allow to dry or take a hair dryer and dry the entire surface – the surface can be a bit damp, but not  wet
step 4: take the bamboo skewer and draw lines in black ink or watercolor on the surface creating the outlines of the flowers

Step 5: (optional) add a background color

MATERIALS:
8 x 10 in. water color paper
water color paint

brushes and cup for water
one skewer or toothpick
black India ink or watercolor
hair dryer (optional)

Spray Bottle Still Life with Seurat

Preschool-Second grade

PREPARATION: add water to tempura paint making it very watery

create 4-6 different colors

fill travel spray bottles and make sure they mist when sprayed

Cut 10 apples, 10 pears, 10 bowls, 10 oranges, and 10 bananas from

card stock add blue tape to the back of each

DISCUSSION:
What is a still life? Pick any still life example of a fruit basket to show the class
Have you heard that word before?
ART A still life what do you see?
Apples and a basket
How do the colors make you feel?
What is happening in the piece?
A STILL LIFE is a collection of objects that don’t move that artists paint or draw

Show Sunday afternoon in the park : what is happening in this piece of art?
How would it feel outside if you were there? Hot or cold?
How might it smell?
Are the people happy or sad?
What sounds would you hear?

EXPLAIN THE DOTS IN THE PIECE

ARTIST: Georges Seurat 1859-1891
French Painter
Invented pointillism
He studied the relationship between lines and images and the effect light had on color
He wanted to know more about the emotional effect of color
He influenced science with his studies of colors

PROJECT: create a dotted still life using spray bottles:
Step1: On your white card stock tape on a pear
Step2: Tape on a banana
Step3: Tape on an Apple
Step4: FINALLY tape on a bowl on top
Step5: Using a spray bottle spray on your first color
Step6: spray the second color
Step7: spray the next color continue until no more colors DO NOT GET TOO MUDDY

Step 8: remove fruit reviling the still life

MATERIALS:
PRE-PREPARED cut out fruits 10 of each
Blue painters tape
Spray bottles with 4-6 colors of tempura paint mixed with water
White tag board

Adaptations: The project is easily adapted to an older age group. I did this project with K-second graders by simply asking them to draw and cut out their own fruit. Bringing a bowl of fruit for the students to look at would be helpful. The steps for this project would be:

PROJECT:

Step 1: Look at the fruit bowl

Step2: Draw the bowl

Step3: Draw each of teh fruits seperatly so you can easily cut them out

Step4: Cut out each of your fruits and yoru bowl

Step5: Use the blue tape to tape them back together on your thick paper

Step6: Pick a color and spray your paper

Step7: Remove a fruit

Step8: Pick another color and spary your paper again

Step9: Remove your fruit

Step10: Continue with the above steps until you have used each color and all of your

fruits are removed

Materials:

Two sheets of tag board for each student

Pencils

scissors

blue painters tape

4-6 spray bottles of watered down tempura paint in different colors

Here are some examples of work from this age group: