Building off the skills and techniques learned from experimenting with colored pencil shading and blending, students will now use paint to explore color theory more in depth. Paint allows students to use the three primary colors to act as a kind of 'scientist' experimenting with color mixing. Students will learn more color theory vocabulary and have quick formative assessments to test their knowledge.
Students will first watch an instructor led paint application demo that shows them how to accurately and precisely apply paint to paper. During this demonstration, I will also show students how to use the three primary colors to create a full color wheel. The first assessment will be a student completed color wheel in which they demonstrate accurate knowledge of color mixing and demonstrate good craftsmanship in their paint application. The color wheel will be completed in tempera paint on a paper plate that students create the outline for. They should write color schemes (primary, Tertiary, analogous, tints/shades, complementary, monochromatic, achromatic, cool/warm, triadic, split complementary) and definitions on the back of their color wheel for grading.
A more interesting, creative, and in depth exploration into color theory could see students creating another color wheel, but this time using hand drawn mandalas to first create a detailed design that allows for pure color, tints, and shades of each individual color to be painted in as well.
This will allow students to be a bit more creative in their color mixing and demonstrates knowledge of tint/shade gradation.
Self-portraiture is always a good project for high school students as it focuses on identity and self awareness. Using color theory vocabulary and techniques, Students will create a self portrait using tempera paint and a monochromatic color scheme. The teacher will take a photo of each student in the classroom (silly faces encouraged) and using photo shop, will use a filter to posterize the images and print them out in black and white (greyscale). On an 18" X 24" piece of paper, students will use the grid system of drawing to enlarge their portrait image onto their final piece of drawing paper. They will then choose one color to create at least 5 shade/tint variations according to their image. The final product will be a monochromatic self portrait of every student.
Students will first watch an instructor led paint application demo that shows them how to accurately and precisely apply paint to paper. During this demonstration, I will also show students how to use the three primary colors to create a full color wheel. The first assessment will be a student completed color wheel in which they demonstrate accurate knowledge of color mixing and demonstrate good craftsmanship in their paint application. The color wheel will be completed in tempera paint on a paper plate that students create the outline for. They should write color schemes (primary, Tertiary, analogous, tints/shades, complementary, monochromatic, achromatic, cool/warm, triadic, split complementary) and definitions on the back of their color wheel for grading.
This will allow students to be a bit more creative in their color mixing and demonstrates knowledge of tint/shade gradation.
Self-portraiture is always a good project for high school students as it focuses on identity and self awareness. Using color theory vocabulary and techniques, Students will create a self portrait using tempera paint and a monochromatic color scheme. The teacher will take a photo of each student in the classroom (silly faces encouraged) and using photo shop, will use a filter to posterize the images and print them out in black and white (greyscale). On an 18" X 24" piece of paper, students will use the grid system of drawing to enlarge their portrait image onto their final piece of drawing paper. They will then choose one color to create at least 5 shade/tint variations according to their image. The final product will be a monochromatic self portrait of every student.
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