Colors, Letters, and Rulers Pt.

3
Reilly & Dan
Centennial High School Teaching Practice
October 25th, 2016

Big Idea that drives Lesson/Unit:

Using basic perspective, math, and color theory to illustrate a cohesive, uniform, and balanced
composition. Combining disparate individual works to create a large unified piece. Showing how these
visual mechanisms, such as perspective and color schemes, can unify a collaborative artwork containing
multiple individual works. Students will be encouraged to learn and explore the fractions of an inch.
Instructors will attempt to show the artistic, as well as general life skill, value of being able to do simple
fractional math and understanding color schemes.
Fine Arts Goals Met by the Objectives:
26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas
based on planning, research and problem solving.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to
convey meaning.
Vocabulary Acquisition:
Color Scheme: an arrangement or combination of colors that work in a visually interesting way.

Shade: A darker version of a specific color, created by adding black to the color.
Tint: A lighter version of a specific color, created by adding white to a color.

Secondary Colors: Colors that are created by combining primary colors (red, blue, yellow).
Tertiary Colors: Colors that are created by combining secondary colors (orange, purple, green)
with a primary color (red, blue, yellow).
Complimentary Colors: Colors that are directly across from one another on the color wheel.
Monochromatic: A color scheme comprised of variations in tint or shades of a single color.
Traditionally black/white.
Analogous Color Scheme: A color scheme comprised of colors that are next to one another on the
color wheel.
Triadic Color Scheme: A color scheme made out of three colors that are equidistant from one
another on the color wheel.

Key Artistic Concepts:

Students will experiment with different kinds of color schemes and explore the traditional color
wheel.
How to create darker/lighter versions of a color.
Students will use color schemes to cover a three-dimensional drawn object in vibrant color.
Understanding how color can enhance the apparent three-dimensionality of an object drawn in
perspective.

Artmaking Materials Needed:

Scrap Paper (about 50 sheets)

Color Wheel/Color Scheme Handouts (Taken from
http://www.worqx.com/color/combinations.htm)
Pieces of Masonite Board from previous project (Approx. 4/One per group)
Rulers (preferably 18 inch cork back x 30)
Markers (Fat/Thin)
Colored Pencils
Pencils & Erasers

Contemporary/Historical/Multicultural/Literature exemplars:
Sports Logos (Complimentary Example)
Fast Food Logos (Analogous Colors)
Fanta Logo (Split Complementary)
Procedures:
DISCUSSION: (10 minutes)
Begin class right away by having students move back to their assigned groups (most
students are already sitting with their groups).
Bring out the masonite boards for each group from the previous lesson.
Discuss our projects from the day one, refresh the students minds on the color schemes
we discussed through questioning and dialogue. Introduce split complementary and
analogous color schemes.
Explain the expressive nature of color and symbolism through the use of specific
colors/schemes. Ask students to think about what they want to say using their colors.
Explain the direction todays lesson will be going in: We will be coloring our initials
using a chosen color scheme (People in the same group MAY NOT use the same color
scheme).
Bring out the sharpies and allow the students to begin/continue their work.
DEMONSTRATIONS: (10 minutes)
Show the students TEACHER CREATED examples while they work:
Do this on a group-to-group basis to avoid disrupting the flow of work time.
Ask students what the color schemes convey in each of the examples.
Make sure students understand that they cannot use the same color scheme as
someone else in their group.
DESIGN/WORK SESSION: (Continuous 30 minutes starting after initial discussion)
Students will continue their lettering from the previous lesson if still unfinished.
After this, make sure students select a color scheme after speaking with either Dan or
Reilly.
Students must apply the color scheme to their letters, utilizing all colors in said color
scheme.

Try and get students to think about how colors would appear on a three-dimensional
object (like the letters drawn in perspective) in terms of shading.
Make sure students continue to use rulers even while coloring to ensure that they do not
lose the consistency and accuracy of their lines when they drew the letters to the
vanishing point.
CLEAN UP: ( 5 minutes)
Student volunteers to make sure all rulers/sharpies materials have been returned. Also
ensure scrap paper is picked up and thrown out.
CLOSURE: (5 minutes)
Go over the topics we discussed in all three of our lessons.
Have one last review on color and perspective/depth through questioning.
(50 Minutes Total)