University of Trinidad and Tobago

School for Studies in Learning Cognition and Education

EDFN201B Instructional Design

Students Name:

Cindy Lakhram I.D # 58328

Krystal-Ann George - 58279

Sylvania Ali- 59065

Samanta Matadeen - 58336

Assignment Due Date: 22-11-2013

Assignment: 1 Lesson Unit

The Colour Theory: BRINGING COLOUR TO LIFE

Instructor: Ms. Candice Sankarsingh

 INTRODUCTION

Driscoll (1994) defined instruction as the deliberate arrangement of learning conditions to promote the attainment of some intended goal. The lesson also takes in account
the work of Howard, G,(1983) Multiple Intelligence which considers the different learning abilities and styles that may exist within the classroom. As a teacher it is also
important to be able to motivate students to achieve the particular learning goal. The following assignment explains the goals, objectives and strategies of a lesson unit on
the colour wheel designed help forms three Art students understand the importance of and see the relevance of the rules of the colour theory as it applies to mixing colours in
personal lives not just in Art. This unit is made up of three lessons starting from a general knowledge the introduction to the colour theory which appeals to lower order
thinking and then more to application with the introduction of painting techniques (colour values) and analysing or peers work and appreciate of the colour theory (colour
schemes) as it applies to aspects of everyday life such as fashion etc. Let us now look some objective for a unit on the colour theory.
ANALYSIS
UNIT NAME : THE COLOUR THEORY : BRINIGING COLOUR TO LIFE.

Subject: Art 101

Instructional Problem Statement

Form 3 students do not adhere to the rules of the colour theory when constructing artwork. They have difficulty in applying these rules because they lack knowledge of the
key terms. This lack of knowledge results in students often confusing the term colour wheel with colour scheme . They tend fail to make the distinction between
monochromatic, complementary, analogous, warm and cool colour schemes. As a result, students artwork reflects confusion in the colour scheme, they may often completed
an art work with two different colour schemes thus contradicting the rules of the colour theory. This course will enable the Art student to understand the colour theory.

Rationale:

This problem can be solved by teaching learners to identify the colours on the colour wheel, memorize the colours that make various colour schemes and to apply this
knowledge by creating their own colour wheel and being able to identify the various colour schemes in any piece of art-work.

Subordinate Skills:

Students must have knowledge in the subject Introduction to the elements of art -line, shape, form, texture, value and space.
Learner and Contextual Analysis:

Audience
General characteristics
Gender: Both 10 male and 20 female
Age: 14-15yrs
No. Of students: 30
Ten students are residents of North Trinidad

Entry competencies:
Literacy Skills
Completed English A and Literature
Understands basic Art from forms 1 and 2

Academic background
All students have primary school education
Successful completion from forms one to two.
Out of the thirty students, two students are high achievers and have won external Art Competition and received awards for outstanding performance in other academic

areas.

Social characteristics
Age and maturity level: 14-15 years of age and are expected to show the maturity level for their age.
The class has a large portion of students who are from a high socio-economic status and a few from middle class socio-economic status.
The class can be described as culturally diverse classroom in terms of the student ethnicity, religion.
 Approximately twenty percent of the class population can be characterised as very popular and can be described as outgoing.

Learning style-
Not all students are at the same level of learning.
Some students are linguistic intelligent- .
There is one student with Dyslexia

Orienting Context (5 lines)

All students would have been successful in the completion of the Introduction to Art in forms One and Two. Therefore this topic follows the other topics covered which

involve pencil drawing. Motivated students are generally keen on learning the subject matter. Motivation strategies will range from a well organized safe classroom.

Classroom designed in inviting cool colours can have a positive effect on students attitude to learn.

Conversely, a few students may not see the relevance of this topic. In order to arouse interest in this topic and to appeal to the visual, auditory and musical students, at the

beginning of the class the students will be shown video clips and images of popular artists and their use of colour schemes, pieces of modern Art and examples of careers that

uses the knowledge of the colour theory of modern architecture, the fashion industry, food and nutrition. students seem to show interest in this course as it will provide them

with useful information later on during their education.

Instructional Context
The classroom has accommodation to seat forty students comfortably and is furnished with sinks for students to wash paint brushes and to maintain a clean work station.
 Transfer Context

Learner perception of accountability: students will understand how to be accountable for their learning by using the meaning s of terms and use the techniques presented to

them in order to master this course and produce their masterpiece. Resources such as text books, paint brushes, handouts, power-points videos and specimens will be used

during this course to deliver the content to students. Students will have the opportunity to use and explore all of these recourses with the assistance and support of the

teacher.

CONTENT ANALYSIS:

Facts:

The History of the Colour Wheel

The first color wheel was invented by Sir Isaac Newton. He split white sunlight into red, orange, yellow, green, cyan, and blue beams; then he joined the two ends of
the color spectrum together to show the natural progression of colors
The current form of color theory was developed by Johannes Itten, a Swiss color and art theorist who were teaching at the School of Applied Arts in Weimar,
Germany.
Colour theory comprises of the:

Colour Wheel
Colour Values
Colour Schemes

CONCEPT:
1. Colours Of The Colour Wheel Include:
Primary Colours- colors are sets of colors that can be combined to make a useful range of colors
Secondary Colours - If two of the primary colors are mixed together, a secondary colour is created.
Intermediate Colours- Also known as tertiary colours, they are produced by mixing unequal amounts of two primary colours. Intermediate colours are located between
the primary and secondary colours on a colour wheel.
2. Colour values are the lights and darks of a colour you create by using black and white (neutrals) with a colour. Some example includes
Tints are lightened colours
Shades are darkened colours.

PRINCIPLE/ RULE:

Colour Theory is a set of principles used to create harmonious color combinations.

Colour relationships can be visually represented with a colour wheel the colour spectrum wrapped onto a circle
 Primary colors are not mixed from other elements and they generate all other colors. Primary colours are red, yellow and blue.
Color Schemes are as follows monochromatic, complementary, analogous, warm and cool.

PROCEDURES:

1. By mixing two primary colors, a secondary color is created.

Red + Yellow = Orange
Yellow + Blue = Green
Blue + Red = Purple

2. Colour values are the lights and darks of a colour you create by using black and white (neutrals) with a colour
white + color = tint
color + black = shade

3. When constructing the colour wheel harmonious colour combinations use any two colours opposite each other on the colour wheel, any three colours equally spaced
around the colour wheel forming a triangle, or any four colours forming a rectangle.
 LESSON GOALS AND OBJECTIVES

STRATEGIES:
LESSON ONE: INTRODUCTION TO THE COLOUR THEORY AND THE COLOUR WHEEL

CONTENT OBJECTIVES STRATEGIES EVALUATION


The development of the colour theory. Given an example of the colour wheel the
form three students will be able to identify
Theorists Primary, Secondary and tertiary colours by
labelling their positions on the colour wheel
The Colour Wheel
with 100% accuracy.
DOMAIN: COGNITIVE
Given an example of the colour wheel the
form three students will be able to identify
Primary, Secondary and tertiary colours by
labelling their positions on the colour wheel
with 100% accuracy.
MEMORIZATION & RECALL
Tutorials
A good memorization strategy is the use of a
mnemonic that is using the first letters of the primary
colours. The students are introduce to, the primary
colours of the wheel with blue, red and yellow which
be converted to "Boys Running and Yelling.
Use of multiple teaching techniques to cater to
diverse learners:
Students are given information via a power point
slide to accompany.
Students are given the opportunity to satisfy a higher
order need as their completed Art portfolio will be on
display at the schools Art exhibition.
DOMAIN : AFFECTIVE SO1:
When shown a video entitled the colour
wheel students will be able to creating their
own colour wheel by using acrylic painting
techniques placing each colour in the correct
location on the wheel.
PSYCHOMOTOR Given an example of a colour wheel
forms three students will demonstrate
their understanding of secondary colours
by writing short notes and painting the
correct primary colours into their colour
wheel template provided this should be
done with 100% accuracy.
Students are asked to write in their own words a Oral presentation
description of the colour wheel AND later on
demonstrate this by completing their own colours
wheel..
*Allowing students to express what they have
learned in multiple ways
The teacher will shares an example of a colour wheel
with students make of a paper plate and ensures that
all students can recognize the colours of the colour
wheel by verbally taking turns in saying what they
observe The students are then asked to write in their
own words a description of the colour wheel and
construct a colour wheel using found materials.
Integrating Technology :
 Development of Web Page:

This web page designed by the students will be used

as a tool to reinforce lessons taught, information
provider and as a motivator, and bringing theory to
practice. It will feature works popular artist and
music videos and their use of art and colour schemes.

LESSON 2 : THE COLOUR VALUES

CONTENT OBJECTIVES STRATEGIES

A definition of colour value and an explanation of how tints Given information on colour values students will
Using a cooperative learning strategy namely:
and shades are formed. be able to differentiate between tints and shades by Three-minute review
The teacher will stop at intervals during the lecture. the
DOMAIN : COGNITIVE writing short notes will little or no errors.
class which is already in teams will be given three minutes
to review what has been said. The students in their groups
write short note on the definition and formation of tints and
shades and how a variety of colours can be formed; they
are then ask a clarifying question to the other members and
answer questions of the others. Thus learning from each
other and reviewing the content as well. This strategy helps
will ADHD students as well.

Additional strategies include:

Teach colour theory using PowerPoint slides. Slides should
show the colour wheel, the colour schemes
(monochromatic etc.), application of the colour theory etc.
Give sufficient and organized notes.
Provide self check quizzes.
Provide online discussion boards posted on the web
designed by the students with the teachers guidance.

When shown power point slides featuring popular
Exploring the world of Tints and Shades the creation of works of Art, the students will be able to recognize
colours the elements of the paintings by pointing out the
DOMAIN :AFFECTIVE elements as it relates to the organization of colour
in the colour wheel.
Exploring the world of Tints and Shades the creation of Given an in class exercise students will be able to
colours II demonstrate their knowledge of tints and shades to
DOMAIN: PSYCHOMOTOR create an intensity scale using primary colours of
their own design in accordance with the rules of the
colour theory.
Using concrete examples of paintings and various artwork
showing the uses of colour value tints and shades, the
teacher demonstrates to the students how the principle of
tints and shade contributes to creating a well finished work
of Art.
Additional Strategies:
Have a class where previous art students who have moved
up to advanced art classes come and tell students their
experiences and give them useful tips on the subject.
The instructor should tell students the value of the lesson.
Give an overview of the lessons.
Student Team Achievement Division (Slavin, Johnson &
Johnson)
Students will be placed into groups of three after which
each group leader will be asked to make an oral report
using appropriate art vocabulary, to describe the procedure
use to create their intensity scale. This enhances learning
achievement for the student as they are able to use their
communication skills as well as use knowledge from other
subject areas.

Practice Experience:

Student will put into practice the procedure of mixing

colours and paint. The student will be able to gain hands on
experience on painting techniques as well as applying
previous knowledge from former Art classes which make
learning more concrete and meaningful.

Additional Strategies:

Let students practice painting the colour wheel, using the

colour scheme to do different art projects giving feedback.

Arrange activities in order of easy to difficult

 LESSON THREE: COLOUR SCHEME
CONTENT OBJECTIVE
Given an example of five pictures students will apply their
INTRODUCTION TO THE FIVE COLOUR SCHEMES
understanding of the colour schemes concept by completing
DOMAIN: COGNITIVE
questions comparing the difference between the monochromatic,
warm colours and cool colours correctly using the relevant terms
DOMAIN : AFFECTIVE Given illustrations of artworks done by Romanists artist,
students will be able to appreciate the value of the colour theory
by discussing the how the colour schemes are used to create a
mood.
STRATEGY
Drill AND Practice the Flash Card Activity
creates a balance between individual and team based work. This
strategy requires individuals to go to the colour wheel website and
complete the questions on the five colour schemes testing their
knowledge on the five colour schemes..
Visual, Audio & Graphics: A picture is worth a thousand words.
After the students are shown the images the students visualize an
image and connect it to their personal feelings. (higher order
thinking ) The teacher guides the student thoughts by sayingImagine
that...,
Close your eyes and picture ...,
What do you feel when you see the colours?
The teacher teaches Art by using the work of Henri Matisse painting
La Danse which depicts world peace- Social Studies to enlighten
students of the moods and powerful messages behind a particular
work of Art. This work of Art is related to the song Imagine by John
Lennon.
On a local level students are introduced to a Micheal Jean Cazabon
painting Dry River a Trinidadian painter to reflect on the moods
and the history of Trinidad and Tobago. This is linked to songs of

DOMAIN: PSYCHOMOTOR Given a verbal, audio explanation of the uses of colour schemes,
students will be able to demonstrate colour mixing, by
constructing an artwork using darken or dull colours or
complementary scheme to reflect a particular mood in
accordance with the colour theory rules
calypso. Thus linking History to Art and Social Studies. This social
experience strategy engages the form three student in higher order
thinking and allows for a greater appreciation of the subject Art
(which solves the instructional Problem)
The student is given the autonomy to choose and complete a project
(painting a completed scene adhering to the rule of the colour theory).
In trying to complete the Art project the motivated student is now
engaging in a more active role in learning by activating their
schemas. The student becomes active in the learning process.
Learning becomes meaning thus increasing the chance of activity
becoming automatic.
 Activity 1 - Preplanning RESPONSIBILITY Constraints and Solutions TIMELINE
The teacher re-visits the students academic
background to ensure that the students are capable of
completing the course in order to verify the number of The teacher/ administration CONTRAINTS: 24th August, 2013-
students sitting the course. (Successful completion of *Lack of funding. 31st August, 2013.
Introduction to ART).
The Art teacher uses the registration names to generate *Lack of support services from
the class roll. The teacher and facilities department. facilities department
The Art teacher collaborates with the administrative
staff, information technicians to ensure that the ART room * Lack of information from the administrative staff.
101 is available on the designated days and that all
facilities such as projector screen, wifi, tables, chairs and
sinks are usable. SOLUTIONS:
The registration list is verified by the schools DEPARTMENTAL
administrative staff and the teacher to verify the number MEETINGS:
of students in the class. *Create an awareness of impact of the subject Art 101
The Art teacher ensures that the classroom can on the lives of the students hence the need for the
accommodate thirty students and facilitates group work support and funding for the subject.
by constructing map of the class.
The Art room is checked to make sure there are the
right numbers of desks and chairs.
There should be fifteen (15) tables and twenty (20)
chairs.
The teacher informs the cleaning staff of the days the
class will be held to ensure that classroom is clean. The
classroom physical Environment adheres to safety
requirement proper ventilation for students to work in a
clean healthy environment; there is an emergency exit
which is labeled.
The class is arranged in a U-shape allowing the teacher
to have a good view of students and students are able to
easily rearrange themselves into groups.
Motivation for the subject is always a concern with the
teenage student and Art so the teacher designs the
classroom in inviting cool colours which can have a
positive effect on learning.
Develops a written program for the course:
The Art teacher sources the relevant information via
the internet and also various books e.g. Contemporary
Colour Theory and Use Steven Blechier on the content
of the topics being taught through the term. Such as the
history of the colour wheel, the colour theory, the
elements of colour value, colour schemes and places the
items in the form of a course module. This course module
serves as a guide for conducting classes.
From the above module the Art teacher is able to
draw checklist of items needed.
The timetable is also constructed.
LESSON UNIT: The Colour Theory
IMPLEMENTATION PLAN
ACTIVITY 2 RESPONSIBILTY CONSTRAINTS TIMELIME CRITICAL
Lesson 1: Week 1: Introduction to the Colour Theory start time 12:30 pm ISSUES
Date : 07 November, 2013 to 1: 30 pm

1.

1. Assessment: the teacher ensures that all students can Resources: Projector, Laptop , Text book,
recognize the colours of the colour wheel by verbally taking You tube video entitled the colour theory ,
turns and say what they observe. Acrylic Paints, Paper , Paper plates Storage
2. Closure: The teacher revises the facts, concepts and Devices flash drives
procedures learnt.
3.
 ACTIVITY 3 RESPONSIBILTY CONSTRAINTS TIMELIME CRITICAL
DAY 2- COLOUR VALUE start time 12:30 ISSUES
th
13 November, 2013. Duration 60 mins pm to 1: 30 pm
Start time 12:30 pm to 1: 30 pm

1. A short lecture on the colour values and the creation of 10 mins

tints shades and explains the spatial illusion it creates in
pictures.
2. The teacher introduces the idea of the creation of a web The teacher is The student may 10 MINS Poor lighting, noise
site which will provide the students with extra information, responsible for not be attentive or from adjacent
assessments, showcases the work of famous artist and the organizing the physical unwilling to classrooms, Poor wifi
students. classroom, participate. signal, technical
lack of resources, problems with
equipment
Student Activity: the students practice their paint mixing . 20 MINS ADDITIONAL
techniques; the students are asked to designed and complete MATERIALS: one 12
their own intensity scale using acrylic paints. This intensity x 12 piece of white
scale will be placed in the students portfolio. cardboard ,pencil ,10,
5 and 2 circle
templates
3. A short lecture on the colour values and the creation of 10 MINS , ruler, fine point black
tints shades and explains the spatial illusion it creates in marker, one large
pictures. white paper plate,
small container for
water
4. The teacher introduces the idea of the creation of a web 10 MINS ,small size paint brush
site which will provide the students with extra information, yellow, red and blue
assessments, showcases the work of famous artist and the paint
students.
5. A classroom discussion: The teacher shows a power point 20 MINS
presentation featuring popular works of Art; the students discuss
in groups the elements of the paintings as it relates to the
and shades.

5.

6.
 ACTIVITY 4
DAY 3- COLOUR SSHEMES
20th November, 2013. Duration
60 mins
Start time 12:30 pm to 1: 30 pm
(1) Introduction to the five colour
schemes
(2) Definition of each colour
scheme
(3) STUDENT DISCUSSION:
(4) Student Activity: the
completion of an Art work
showing a particular tone and
colour mixture. Students are
required to write a reflection
of the art work.
(5)Closure the teacher assesses
the students
RESPONSIBILTY
The teacher is responsible for
providing some resources to the
students such as handouts, the
materials lists, and the course
outline.
The administrative staff is
responsible for the printing of
handouts and making sure the
teacher receives it on time.
The facilities management crew is
required to ensure the cleanliness
and arrangement of the
classroom.
Resources: Projector, Laptop ,
Text book, You tube video
entitled the colour theory ,
Acrylic Paints, Paper , Paper
plates Storage Devices flash
drives
CONSTRAINTS TIMELIME CRITICAL
ISSUES
10 mins Critical Issues : the students lack
knowledge of the colour theory ,
the students are not motivated to
learn because their do not see the
relevance of Art to real life
5 mins Solutions: open windows for
natural light, keep a hard
copy of PowerPoint slides
and always arrive early to
attend to any mishaps.
10 mins
20 mins
15 mins
 LESSON PLANS:
THE COLOUR WHEEL
&
COLOUR VALUES
 LESSON PLAN NO. 1

SCHOOL: LAWDALE HIGH SCHOOL, CLIFTON HILL, POINT FORTIN

TEACHER: MISS CINDY LAKHRAM

ASSISTANT TEACHERS: SAMANTA MATADEEN, SYLVIANNA ALI, KYRSTAL-ANN GEORGE

Class: Form 3

No. of Students 30 BOYS: 10.. Girls:20.

Age Range 14-15 years Average Age14

No. present: 30

Date: 7th nd November 2013

Subject: ART 101

UNIT : THE COLOUR THEORY:

TOPIC : THE COLOUR WHEEL

DURATION : start time 12:30 pm to 1: 30 pm

Previous Knowledge/Experience:

Literacy Skills
Completed English A and Literature
Understands basic Art from forms 1 and 2
Possess knowledge of textures and tones in Art
Competent in drawing techniques such as Hatching, Cross Hatching and Shading
The students should have a basic idea of all the different colours.
The students would have previous knowledge of interpreting power point presentations.
Objectives:

Students will be able to:

Given an example of the colour wheel the form three students will be able to identify Primary, Secondary and tertiary colours by labelling their positions on the colour wheel
with 100% accuracy.
When shown a video entitled the colour wheel students will be able to creating their own colour wheel by using acrylic painting techniques placing each colour in the
correct location on the wheel.
Given an example of a colour wheel forms three students will demonstrate their understanding of secondary colours by painting the correct primary colours into their colour
wheel template provided this should be done with 100% accuracy.

Resources:

: Projector, Laptop , Text book, You tube video entitled the colour theory , Acrylic Paints, Paper , Paper plates Storage Devices flash drives
Napkins
Water
Wi-fi devices

INTRODUCTION: The following is the first lesson in ART 101 it is sequenced from lower order thinking to higher order. It is design to solve the instructional problem by
allow students to become more active in their role of the learning the colour theory. It incorporate strategies which will be used will facilitate student autonomy in completing
task, team building a thematic approach, and the teacher is the guide throughout the whole lesson.

Set Induction/Introduction:
Students are shown a YouTube video on the colour theory. Technology tends to capture students attention.

Description of Classroom Environment:

The classroom setting is that of any average secondary school art classroom. The room is very spacious; the students enter the classroom through Double doors, which
also allows the students extra space to display their artwork. The classroom is painted in a very neutral colour so to that it wouldnt contradict with the students artwork. On
the walls of the room the students artwork are displayed so that everyone could see, there are charts/posters of famous artwork also displayed on the walls of the room. There
are also many windows in the classroom to allow for fumes of any sort to exit the room and its view sparks inspiration, there are two cupboards that are located to the back
of the classroom to facilitate storage of materials that are used in the class. The seating arrangements of the class are semi- circular, meaning that the teachers desk is located
to the front of the classroom and the students are seated in a semi circle in front of his desk. There is also a table located at the front of the teachers desk to display art pieces
that the students are required to create. There are also two sinks that are located in the classroom, one located in the back right hand corner of the class, while the other is
located to the front of the classroom opposite the entrance. There are 7 electrical outlets located in the classroom; 2 at the front, 2 at the both sides and 1 at the back of the
class, these are to facilitate the aids for the learning process. The lighting of the room is very effective; there is a dimmer in place that would help facilitate the students use
of shades and shadows.
CONTENT/ BODY OF THE LESSON:

CONTENT DESCRIPTION OF TEACHING STRATEGIES DESCRIPTION OF PUPIL ACTIVITIES

(concepts, skills, processes

stated as sequenced teaching points)

SECTION 1 The teacher delivers a tutorial based on the colour The students are then asked to write in their own words a detailed
wheel. description of the colour wheel as well linking this knowledge to
The teacher employs the use of a memorization their personal life making the knowledge of the colour theory
strategy, which is the use of a mnemonic that is using more meaningful.
The development of the colour theory.
the first letters of the primary colours.
The students are introduced to, the primary colours of
the wheel with blue, red and yellow which be This is based on the example shown by the teacher
Theorists converted to "Boys Running and Yelling.

The Colour Wheel

All this would be done with the help of the laptop and
projectors to display the power points.

Use of multiple teaching techniques to cater to diverse

learners:

Students are given information via a power point slide

to accompany a lecture session which features audio and
visuals to cater for the diverse learners in the class. (Howard
Gardeners Multiple Intelligence, 1947).

The students are shown an example of how linking the

 colour theory to their personal life makes it more
meaningful.

SECTION 2 A video would be shown entitled The colour wheel, Students are asked to write in their own words a description of the
using the laptop, projector, and speakers. colour wheel. While they are doing this the teacher would walk
around asking if they required assistance in any way.
Description on What is a Colour
Wheel?

SECTION 3
The teacher gives a demonstration of constructing the
colour wheel and shares an example of a colour wheel
Understanding of The Colour Wheel with students made of a paper plate and ensures that all
students can recognize the colours of the colour wheel.
The teacher integrates technology into the lesson by
demonstrating how to create a web page to display the
work that was learnt.
The students would verbally take turns saying what they observed
from the example demonstrated.
The students are then asked to write in their own words a
description of the colour wheel.
The students would then construct a colour wheel using found
materials that are provided to them by the teacher.
The students would then create a web page which would display
the work that they have learnt from the lesson.
Throughout this activity the teacher would be assisting the
students in any way possible.

Closure: The teacher questions students in the form of a casual conversion and then introduces the next topic

Assessment/ Review: Assessment: the teacher ensures that all students can recognize the colours of the colour wheel by verbally taking turns verabalizing what they
observe.

Lesson Appraisal/ reflection: Student teachers analysis of effectiveness of the delivery of the lesson with reference to pupils attainment of learning outcomes. Refer t Refer
to possible adjustments for lesson improvement.
ASSESSMENT 1 LESSON 1

True / False Questions

Answer ALL questions.
Please indicate whether the following statements are true /false by writing in the space provided.
1. A Color Wheel or color circle is an abstract illustrative organization of colorhues around a circle that shows relationships between primary colors, secondary colors,
complementary colors_____________.
2. The first colour wheel was invented by Sir Issac Newton._________________
3. The colours of the colour wheel comprises of the primary colours alone.____________
4. The primary colours can be created when mxing other colours. ________________
5. The three primary colours are red, blue and green. ___________________
6. Equal amounts of Red is mixed with equal amounts blue to make purple.___________________________
7. Yellow and blue is mixed to make orange.____________________________
8. A secondary colour is created by mixing primary colours._________________
9. Green is a primary colour.______________
10. Intermediate colours are formed by mixing only primary colours._______________
11. Colour values are not the lights and dark of a colour you create by using black and white with a colour.
12. Tints are lightened colours._______________
13. White + colour = shade. __________________
14. Colour + black = tint_____________
15. Colour schemes are a systematic way of using the colour wheel to put together colours together. ____________________
ANSWERS

1.True 6.True Mix equal Red + equal Blue = Purple

2.True 7. False Equal Orange + Equal Red= Orange
3. False 8. True - A secondary colour is created by mixing primary colours.
4. False primary colour are not mixed colours 9. False Primary colours are red, blue and yellow.
5. False the three primary colours are red yellow and blue. 10. True colour schemes are a simply putting colours together

.
SCHOOL: LAWDALE HIGH SCHOOL, CLIFTON HILL, POINT FORTIN

TEACHER: MISS CINDY LAKHRAM &ASSISTANT TEACHERS: SAMANTA MATADEEN, SYLVIANNA ALI, KYRSTAL-ANN GEORGE

Subject: Art 101

Topic: The Colour Theory

Sub Topic : COLOUR VALUE

Session NO: 2

Date: 13th November, 2013

Duration 60 mins

Start time 12:30 pm to 1: 30 pm

Class: Form 3

No. of Students: 30 Boy: 10 Girls: 30

Age Range: 14-15 years

Goal / Outcome:
 At the end of lesson 2 the student will be able to explain the importance of colour value in creating spatial illusion in a painting.

Objectives :

Given information on colour values students will be able to differentiate between tints and shades by writing short notes will little or no errors.
When shown power point slides featuring popular works of Art, the students will be able recognise the elements of the paintings as it relates to the

organization of colour in the colour wheel by verbally pointing out each element.
Given an in class exercise students will be able to demonstrate their knowledge of tints and shades to create an intensity scale using primary colours of their

own design in accordance with the rules of the colour theory.

Paint
Paint Brushes
Laptop
Projector
Colour Wheel templates
Speakers
Water
Napkins
 Notes
Masking tape
Formulas for secondary and Tertiary colours
Mixing palettes
Plastic cups
Pictures that reflects the primary and secondary colours.

Previous Knowledge/Experience:

Literacy Skills
Completed English A and Literature
Understands basic Art from forms 1 and 2
Possess knowledge of textures and tones in Art
Competent in drawing techniques such as Hatching, Cross Hatching and Shading
The students should have a basic idea of all the different colours.
The students would have previous knowledge of interpreting power point presentations.

Description of Classroom Environment

The classroom setting is that of any average secondary school art classroom. The room is very spacious; the students enter the classroom through double doors, which also

allows the students extra space to display their artwork. The classroom is painted in a very neutral colour so to that it wouldnt contradict with the students artwork. On the

walls of the room the students artwork are displayed so that everyone could see, there are charts/posters of famous artwork also displayed on the walls of the room. There are

also many windows in the classroom to allow for fumes of any sort to exit the room and its view sparks inspiration, there are two cupboards that are located to the back of the

classroom to facilitate storage of materials that are used in the class. The seating arrangements of the class are semi- circular, meaning that the teachers desk is located to the
front of the classroom and the students are seated in a semi circle in front of his desk. There is also a table located at the front of the teachers desk to display art pieces that

the students are required to create. There are also two sinks that are located in the classroom, one located in the back right hand corner of the class, while the other is located

to the front of the classroom opposite the entrance. There are 7 electrical outlets located in the classroom; 2 at the front, 2 at the both sides and 1 at the back of the class, these

are to facilitate the aids for the learning process. The lighting of the room is very effective; there is a dimmer in place that would help facilitate the students use of shades and

shadows.

Set Induction;

The teacher models enthusiasm for the lesson by showing works of young popular entertainer such as pop singer uses analogous colour schemes to illustrate her moods in her

music videos.

CONTENT DESCRIPTION OF TEACHING STRATEGIES DESCRIPTION OF PUPIL ACTIVITIES/

 ASSESSMENT

SECTION 1 Using a cooperative learning strategy namely:

Three-minute review The students in their groups write

A definition of colour value and an
explanation of how tints and shades are
formed.
short note on the definition and formation of
The teacher will stop at intervals during the lecture.
tints and shades and how a variety of colours
The class which is already in teams will be given three
can be formed.
minutes to review what has been said. They are then ask a clarifying
Teacher lecturers using the enhancement of
question to the other members and answer
PowerPoint slides on the topic the colour values.
questions of the others. Thus learning from
The teacher uses samples of popular ART work to
each other and reviewing the content as well.
illustrate the use of the colour wheel, the colour schemes
This strategy helps will ADHD students as
(monochromatic etc.), application of the colour theory etc
well.

SECTION 2 Using concrete examples of paintings and various A class where previous art students who have moved
artwork showing the uses of colour value tints and shades, the up to advanced art classes come and tell students
teacher will demonstrate to the students how the principle of their experiences and give them useful tips on the
Exploring the world of Tints and Shades the tints and shade contributes to creating a well finished work of subject.
creation of colours Art.
The students are shown the video illustrating the use
of the colour theory thereby allowing the student to value of
the lesson.
The will recap verbally the entire lesson and gives an
 overview of the next class.

SECTION 3 Student Team Achievement Division (Slavin, Johnson & Johnson)
Students will be placed into groups of three
Each group leader will be asked to make an oral report
Exploring the world of Tints and Shades the
using appropriate art vocabulary, to describe the procedure use
creation of colours II
to create their intensity scale. This enhances learning
achievement for the student as they are able to use their
communication skills as well as use knowledge from other
subject areas.
Let students practice painting the
colour wheel, using the colour scheme to do
different art projects giving feedback.
The students will be able to gain
hands on experience on painting techniques
as well as applying previous knowledge from
former Art classes which make learning more
concrete and meaningful.

Arrange activities in order of easy to difficult

Closure: Students in their groups verbally express how they felt about the session and the teacher clarifies any misinformation and re-caps the steps in creating different

types of colour schemes. The students then proceed to clean up their work station.

Assessment:

Students will be given a reflection essay type question at the end of the lesson. This essay will be posted on the website.
Lesson reflection:

The teacher will reflect at the end of the lesson in her private journal. What when well in this lesson, what did not work ? Additionally, is there any way this lesson can be

improved.

The teacher also introduces lesson 3 which can be found on art101webnode.com

LESSON THREE- PLEASE SEE http://art-101.webnode.com/

SCHOOL: LAWDALE HIGH SCHOOL, CLIFTON HILL, POINT FORTIN

TEACHER: MISS CINDY LAKHRAM &ASSISTANT TEACHERS: SAMANTA MATADEEN, SYLVIANNA ALI, KYRSTAL-ANN GEORGE

Subject: Art 101

Topic: The Colour Theory

Sub Topic : INTRODUCTION TO THE FIVE COLOUR SCHEMES

Session NO: 2

Date: 13th November, 2013

Duration 60 mins

Start time 12:30 pm to 1: 30 pm

Class: Form 3

Subject: Art 101

Lesson Goal: At the end of lesson 3 the student should be able to understand the elements of a monochromatic, complementary, analogous, warm and cool colour schemes.
This lesson is supported by the website art101webnode.com

PREVIOUS KNOWLEDGE
Literacy Skills
Completed English A and Literature
Understands basic Art from forms 1 and 2
 Possess knowledge of textures and tones in Art
Competent in drawing techniques such as Hatching, Cross Hatching and Shading
The students should have a basic idea of all the different colours.
The students would have previous knowledge of interpreting power point presentations.

Objectives:
Given an example of five pictures students will apply their understanding of the colour schemes concept by completing questions comparing the difference between the
monochromatic, warm colours and cool colours correctly using the relevant terms.
Given illustrations of artworks done by Romanists artist, students will be able to appreciate the value of the colour theory by discussing the how the colour schemes are used to
create a mood.
Given a verbal, audio explanation of the uses of colour schemes, students will be able to demonstrate colour mixing, by constructing an artwork using darken or dull colours or
complementary scheme to reflect a particular mood in accordance with the colour theory rules.

Resources: Projector, Laptop , Text book, You tube video entitled the colour theory , Acrylic Paints, Paper , Paper plates Storage Devices flash drives, Paintings Micheal Jean

Cazabon, painting Dry River, SONG : John Lennon Imagine, Henri Matisse painting La Danse

INTRODUCTION: Lesson three focuses on the use of knowledge from lesson one & two. It allows for the transfer of knowledge from other areas such as Social Studies,
Music , Drama thus really bringing Art to life.
SET INDUCTION: After the students are shown the images the students visualize an image and connect it to their personal feelings. (higher order thinking ) The teacher guides the student
thoughts by sayingImagine that...,

Close your eyes and picture ...,

What do you feel when you see the colours?

CONTENT DESCRIPTION OF TEACHING STRATEGIES DESCRIPTION OF PUPIL ACTIVITIES/


INTRODUCTION TO THE FIVE COLOUR
SCHEMES
The teacher show five picture and questions the students
helping them to comparing the difference between the
monochromatic, warm colours and cool colours correctly
using the relevant terms.
The teacher shows illustrations of artworks done by
Romanists artist, and guides the in group discussion on the
various colour schemes and how they are used to create a
mood.
ASSESSMENT
Drill AND Practice Flash Card Activity. In order to create and
balance between individual and team based work this strategy
requires individuals to go to the colour wheel website and
complete the questions on the five colour schemes testing their
knowledge on the five colour schemes. Marks and feedback will
be awarded (motivation). There also be audio to cater for the
students with learning disabilities.
Visual, Audio & Graphics: A picture is worth a thousand words.
After the students are shown the images the students visualize an
image and connect it to their personal feelings. (higher order
thinking ) The teacher guides the student thoughts by
sayingImagine that...,
Close your eyes and picture ...,
What do you feel when you see the colours?
The teacher also uses a thematic approach to teaching Art by using
the work of Henri Matisse painting La Danse which depicts world
peace- Social Studies to enlighten students of the moods and
powerful messages behind a particular work of Art. This work of
Art is related to the song Imagine by John Lennon.
On a local level the teacher uses Micheal Jean Cazabon painting
Dry River a Trinidadian painter to reflect on the moods and the
history of Trinidad and Tobago. This is linked to songs of calypso.
Thus linking History to Art and Social Studies. This social
 experience strategy engages the form three student in higher order
thinking and allows for a greater appreciation of the subject Art
(which solves the instructional Problem)

Project- Based Learning

DOMAIN: PSYCHOMOTOR The teacher uses verbal, audio to highlight the uses of The student is given the autonomy to choose and complete a
colour schemes. project (painting a completed scene adhering to the rule of the
colour theory). In trying to complete the Art project the motivated
student is now engaging in a more active role in learning by
activating their schemas. The student becomes active in the
learning process. Learning becomes meaning thus increasing the
chance of activity becoming automatic.

Review : the teacher re-caps verbally and by writing on the board all the activities they did for the day. She then asks the students why do you think we did these activities
today.

Closure: The teacher closes the class with inspirational quotations and encourages students to continue working on their projects.

Follow-up: students can follow on the website but this is the last session so the teacher will not lecture on the next week.

Reflection: in her journal the teacher records the student reaction to the multimedia and the types of paintings chosen. Notes are made for improvements
 ASSESSMENT NO .2 LESSON 2-

The purpose of this assignment is to test the students understanding of lesson one.
Assignment:
Students will draw their own colour wheel on the paper plate, using pencil first and outlining with the black marker. Students will write the names and numbers of the
colours on their wheel. Then proceed to place primary colours then secondary and finally tertiary colours.
RUBRIC
5 Excellent : Student demonstrated a full understanding of the assignment. Work is done neatly, and was completed on time.

4 Good : Student understood assignment, however did not fulfill all the requirements. At least one requirement is missing. Project was completed and turned in on time.

3 Satisfactory : Student put little effort into creating the project. Two or more requirements are missing. Student did not follow directions; however, project was completed
and turned in on time.

2 Poor : Student put no effort into the project. Only one requirement has been met. Student did not follow directions. Project is incomplete.
1 Poor: Student attempting the project.
0 Unsatisfactory : Student did not turn in the project
 ASSESSMENT

ASSESSMENT: LESSON 3

Students will write a one page reflection paper about their painting project.

Clean-up:

Each student will be given a different task

Assessment Rubric:

Criteria: Colour wheel should be symmetric

Secondary and tertiary colours are well differentiated
Colour wheel has the names and numbers of colours
Reflection paper is at least one page and refers to project

4 Excellent : Student demonstrated a full understanding of the assignment. Work is done neatly, and was completed on time.
3 Good : Student understood assignment, however did not fulfill all the requirements. At least one requirement is missing. Project was completed and turned in on time.
2 Satisfactory : Student put little effort into creating the project. Two or more requirements are missing. Student did not follow directions, however, project was completed and
turned in on time.
1 Poor : Student put no effort into the project. Only one requirement has been met. Student did not follow directions. Project is incomplete.
0 Unsatisfactory : Student did not turn in the project.
 ASSESSMENT NO 3 LESSON 3

Name: ________________________________________________________________

Art Assessment- Colour Theory

Form three
50 Marks

Instructions:

-This paper consists of four questions.

-You must answer ALL questions.
-Use sheet of paper provided by the teacher for question four.
No. 1)

Monochromatic Warm Colour Analogous

Cool Colour Complementary

a) From the list below, select the correct element of the colour scheme to correspond to the relevant picture.
(3 marks)

i)
 _________________________________________

ii)
 _________________________________________

iii)

_________________________________________

b) Explain the reason for choosing the relevant element of the colour scheme for the pictures given in part (a).

i)_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 (3 marks)

ii)_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(3 marks)

iii)____________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
___________

(3 marks)

No.2) State whether the following statements are either true or false.

- Complementary are opposite to each other on the color wheel. _____________

- Blue, black and dark blue is an example of monochromatic colours. _____________
- Cool colours are found on the left side of the colour wheel. _____________
- Warm colours are found at the top o the colour wheel. _____________
- Warm colours make objects look closer in a painting or drawing. _____________
- The analogous colour scheme is more than five (5) colours
adjacent to each other on the colour wheel. ____________
- All famous painting created using acrylic paint. ____________
 (7 marks)

3) Describe how the colour scheme in the pictures below symbolise the mood that the painter is trying to portray.
i.

________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________

(3 marks)

ii.
________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________

(3 marks)

4) a. Using the blank sheet of paper provided, create a portrait using the complementary colour scheme.
(15 marks)

b. Give a name for your portrait and describe the mood that you are trying to convey.

________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________

(10 marks)
 APPENDICES
THE INSTRUCTIONAL DESIGN MODEL
Diagram 2 : Maslows Hierarchy of Needs
A sample of the Colour Wheel.
 REFERENCES

Morrison, Ross, Kemp and Kalman. (2011). Designing Effective Instruction. 6th Edition

Gagne, Wager, Kolas and Keller. (2005). Principles of Instructional Design (5thEd)

Gardner, H. , & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences.

[Electronic version]. Educational Researcher, 18(8), 4-9.

Johnson, D. W. & Johnson, R. T. (1987). Learning together and alone. Englewood Cliffs, NJ: Prentice Hall.

Kagan, S. (1989).

Cooperative learning : Resources for teachers. San Juan Capistrano, CA: Published by Resources for Teachers.
 APPENDIX

The East Dry River By Michel Jean Cazabon

 Henri Matisse, The Dance I, 1909, Museum of Modern Art. One of the cornerstones of 20th-century modern art

The Creation of the Colour Wheel using A Paper Plate