From the beginning, a seemingly simple topic like the element of COLOR can easily become an in-depth unit with many possibilities for exploration and expression!
Here is an example of a unit I created for COLOR, which involves tasks for individuals, partners and groups.
The COLOR Unit
I. Introduction
Why do we see color? (Science/Physics; properties of light) Who was Olafur Eliasson? http://www.moma.org/interactives/exhibitions/2008/olafureliasson/#/intro
(video clips) What did he do with this property of color?
What makes the color in paint? What is pigment? (Story about
cochineal beetle and mango fed cows)
What is a binder? (bring in some raw pigment and binder and
a grinding set up)
--To the Class: what stories have you heard about
psychological effects of colors?--
II. Activities in Sketchbook pages:
Learn: Color schemes related to the traditional color wheel
(subtractive color)
Primary
Secondary
Intermediate
Complementary
Analgous
Split Complementary
Earth Tones, neutrals, tertiaries
Monochromatic
Discussion:
Discussion:
WHO was Johannes Itten?
What ideas did he have about color? What colors are most pleasing to you? WHO was Josef Albers? what contributions did he make to color field painting? WHO was Mark Rothko? Why (do you think) he turned to abstract painting? (read clips from the play, "Red"
Read and Respond to Excerpts from David Batchelor's "Chromophobia"
Read and Respond to Excerpts from David Batchelor's "Chromophobia"
Sketchbook Activity: Fill in a grid, with a chromatic
pattern that is pleasing to you! (this will be used again soon) (after Johannes Itten)
III. ‘I Heart Color’ Portrait
Learn: General Time-line of “Modern Art” What/Who are the Impressionists? How do they use color? (Rouen
Cathedrals) Who are “Expressionists?” How did they get those names? What else
were they called? Are people afraid of Color??
Activity/Project: A portrait of a fellow Student…
using that students color grid (from activity above)
Activity Continued: Begin with a line drawing- look for
shapes of shadows and value changes. Divide up the space in the background.
Canvas Paper, brushes, acrylics.
IV. Color Prezi presentation by instructor as model (include elements of science, symbolism,
literary reference, cultural significance, art)
Individual Work musing on ‘Color’ written responses
Activity:
Color/Shape/ Line (Abstract Interpretation of) “Close to Me” by the Cure
(?)
Out of Class: Write a poem about the color Red. Then
illustrate it (Sketchbook Activity?)
References: “My Name is Red” by Orhan Pamuk, William Carlos Williams,
clips: Simon Shama’s Rothko, select scenes from the movie, “Hero”, video
interviews of people responding to significance of the color red.
V. Group Project!
In groups: present a color (assigned by instructor)
In groups: present a color (assigned by instructor)
Presentation: will
be graded with a performance rubric
as well as
*Evidence
of: cultural significance, scientific existence, literary use, use in music,
use in USA, use in other cultures, use in advertising, history of the word.
*Will
have a ‘creative aspect’ that demonstrates knowledge of the above information
in an ‘alternative’ format. Suggestions include the following: A movie (movie maker), a press, an original song, a
class activity, a skit, costumes.
*Must
have personal inferences and conclusions made by individuals as a result of the
research. Isn’t it interesting that . . . . I was shocked to learn. . . . . . I
can see why. . . . . . . .because. . .etc.
Bonus Project: Individually or as Groups (related to the color assigned): Design a Sticker or Bumper Sticker, emphasizing the given color, and sending a graphic (not in the
violent sense) message about a relevant cause. (an issue of global concern)
Ex: education, energy conservation, civil rights, cyber
safety/cyber bullying, women’s rights, hunger
Some Examples of Student Work: (grade 9, ages 13-15) I Heart Color Portrait
Here is an example Assessment Rubric for this Unit:
Color Investigation
Purpose: To know more about
a particular color’s origin, existence, meaning and use as an art medium.
Topics to cover in the
Presentation
1. Etymology ; or the root of the word. For example how did we arrive with word RED
to describe that color of poppies, apples, blood, and roses? What are some variations? What about in other
languages?
2. Culutral Significance; What does your color symbolize around
the world? Explore its significance in three parts of the world. How is it used
in religious ceremonies?
3. Use in Art; what art mediums exist in your color?
How are they made? What are they made of? Where did it begin? Is it used in make-up? Are there variations? Are
some options toxic? Natural?
4. Psychological Effects; Find some
studies or cases or information about the effect this color has on people. You
may want to interview others around the school to see how responses differ.
5. Poetry and Literature; where has this
color appeared in the literary arts. What famous poets or
songwriters/musicians/singers have been inspired by this color? Think of any
novels you have read, or are reading now.
6. Others? (Do you know of a famous
painting or sculpture where your color seems particulary important?- you can
investigate the The Metropolitan Museum of Art and MoMa.org websites for ideas)
Have any artists is history relied heavily on this color for some reason? How
is it perceived in the fashion world? In the interior design world?
7. Are there any Ad Campaigns or Charity
associated with this color? Why did they pick this color do you think?
8. Everyday Speech- is your color used to
describe a feeling or state of mind? Where did that come from? (ex. Green with
envy)
Inferences:
Your presentation will be 8 minutes. You will probably want to
‘time it’ once to see what you can fit in.
In your closing, your group should have been able to make some comparisons, or conclusions about that color.
Visuals:
This is up to you. You have
sat through plenty of presentations. How can you share your findings in a FUN
and ENGAGING way? You don’t have to be
totally traditional, but showing some images, or having actual ‘things’ to
reference may make your 10 minutes more exciting. There are more ways to present information
than by just reading it off a page J
You will have two full
class periods to work in your groups.
See Rubric for Presentation Grading !
Color Investigation Activities and Projects:
1. Musical
Abstraction a la Kandinsky and/or Mondrian
2. Expressionist
Portrait of a Fellow Student (using contour line drawing for structure)
3. Color
Campaign Bumper Sticker and Flyer
4. Group Presentation
4. Group Presentation
Presentation:
(Portfolio
Project)
(See
Presentation Rubric)
|
Comments:
|
Total:
|
Musical
Abstraction:
(Activity
Grade)
|
||
Expressionist
Portrait:
(Portfolio
Project)
|
||
Bumper
Sticker/Flyer:
(Portfolio
Project)
|
Presentation Rubric:
PRESENTATION RUBRIC
|
|
Introduction
-Body Language?
-Enthusiasm?
-Statement of Purpose? (preview of
main ideas)10
|
|
BODY
of the PRESENTATION
-Organization
Clear, appropriate and interesting
transitions, everyone understands what they are talking about (no reading from the slide or directly from
notes) information is authentic
10
|
|
Key
Objectives Explored:
-Etymology, history of the word
10
|
|
-Cultural Significance
10
|
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-Use/existence as pigment (where does
it come from?) 10
|
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-Use in the Arts: Literature, Music,
Visual Art, Make-up, Fashion, Interior Design, and/or Movies
10
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|
Visuals
Relevant?Appropriate?
Unified and Clear design?
10
|
|
Creative
Element
Audience
Participation?
Commitment?
Originality?
Creativity?
10
|
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Personal
Conclusions and Inferences made
10
|
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Overall
Conclusion
Wrap up
Statement
5
|
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Time Management
5
|
Maximum points will be
given in individual categories that show multiple and/or multicultural
perspectives, global significance, and/or personal
(self-made) conclusions.
More Student Work from ART 1
More Student Work from ART 1
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