Color Wheel for Kids!
Do you like to mix colors? Did you know mixed colors have names and groups? They do! The first group is called
PRIMARY COLORS red-violet
red yellow blue
red
violet
red-orange
The second group is called
SECONDARY COLORS
orange
blue-violet
yellow-orange
blue
these are made by mixing the primary colors that “sandwich” them on the color wheel (skip over the tertiary colors!)
orange green violet
yellow
blue-green
green
yellow-green
The third group is called
TERTIARY COLORS
Answer the following questions using the color wheel.
these are made by mixing the primary color and secondary color that “sandwich” them on the color wheel
red-orange yellow-orange yellow-green blue-green blue-violet red-violet
1. What two primary colors are mixed to make the secondary color orange? (Hint: Remember to skip over the tertiary colors!)
red and yellow
Color your own color wheel!
2. What two colors are mixed to make yellow-green? (Hint: One is primary and the other is secondary)
red-violet
green and yellow 3. How many tertiary colors are there in the color wheel?
six 4. Opposite colors are straight across from each other like red and green. What color is opposite blue on the color wheel?
orange
violet
red red-orange
blue-violet
orange
blue
yellow-orange
yellow
blue-green
green
yellow-green
1. INTRODUCTION.
In this unit we are going to learn how to analyze the aspects of a work of art. If you can identify the elements and principles of art, you will be better able to understand an artist's choices. After the unit you will know more about how to create a good piece of art.
1. Look carefully at each piece of art and say what element you think is the most important. Key words: Color Shapes Dots Lines Texture
Expressions to use: In number … the most important thing is/are … In my opinion … is/are the most important thing in number …
1
I think that … is/are the thing that stands out the most in number …
_____________________
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Key words:
2
__________________________
Color Shapes Dots Lines Texture
3 _________________________
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Key words:
4
Color Shapes Dots Lines Texture
_______________________
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2. Now check your answers with your partner. Do you agree? Do you think the same things?
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2. DOTS.
The dot is the simplest element of drawing. It’s the smallest unit we can draw. Dots can be
big or small, in color or in black and white, thick, or
thin; they can be drawn next or very far away fromothers. They can also be drawn so big that they are considered circles.
All the images and pictures in the newspapers, the TV and in your computer are made by dots
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The mosaics are made by lots of little pieces of pottery that look like dots.
DOTS EVERYWHERE
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The French word for dot is “point”. This way of painting became known as POINTILLISM. This painting was made by a French artist called Georges Seurat, A Sunday on La Grande Jatte, 1884-86. 1. Look carefully. This painting is made of many, many tiny dots of color. Can you name all the things that are in the painting? How many people can you see? And animals?
In the painting I can see …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………….
Detail
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The number of people is ……………………………………………. The animals are …………………………………………… …………………………………………… …………………………………………… …………………………………………… ……………………………………………
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2.1. POINTILLISM. 1. Listen to your teacher/assistant and repeat the words. Then match each word with the right picture: Unmixed
Juxtaposed
Canvas
Pointillism To blend
1 2
3
…………………………..
………………………
………………………..
4
5
…………………………………….. ……………………………….
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2. Listen and read the following text about Pointillism. Fill the gaps with the words from exercise 1 and then answer the questions: Pointillism, just as it sounds, is a style of art using only dots. In this technique lots of dots of …………………, pure color are ……………………… on the …………………….. The dots blend together in your eye to create tones when you look at the painting from a distance. When viewed from a distance, the eye ……………………….. the dots, in a process called optical blending. French Artist Georges Seurat, the founder of this movement in the 1880s, preferred the name Divisionism.
Even though no orange paint was used, red and yellow create the effect.
…………………………… required so much patience. His most famous piece, took two years! Seurat made over 3 million dots on this piece!
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QUESTIONNAIRE: 1. Who was the founder of this movement?
2. Name two characteristics of the dots used in this movement.
3. Do you think that painting like this takes a lot of time? Why?
ACTIVITY: LET’S PAINT LIKE THIS! 3. Make your own version of the following painting using dots.
Paul Signac, Antibes, evening, 1914
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With paper and pencil draw the rough outline of the ship and the horizon line between the sea and the sky. Then choose one color for the ship, one for the sky, and one for the sea. Choose colors that go well together. Now fill in the areas you have drawn with dots of color.
To have fun:
Pointilism Practice Page! In this link you can practice with dots using your computer: http://www.epcomm.com/center/point/point.htm
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3. LINES.
Let’s continue with the second element of art: lines. Look around you. Look at the edge of objects. You are looking at lines. Lines are used all the time by artists to make shapes and symbols, or by writers to form letters and words. Lines are usually the first marks in a composition. You, the art student, are in control and can manipulate line through different techniques, media, tools and surfaces.
Thick and powerful, fine and delicate, zigzagged, etc., lines are unique. Each one has a specific look and the capacity to express emotion or describe form.
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3.1. TYPES OF LINES. 1. Listen to your teacher/assistant and repeat the following types of lines. Then match each type with its correct image: Thin, Thick, Parallel, Curved, Dotted, Zigzag, Spiral, Cross hatched, Squiggly 1
2
……………………… 4
3
……………………….
……………………….
5
……………………….. 7
………………………………
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……………………….
…………………….
8
9
……………………………
……………………………..
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2. Look closely at the types of lines in the drawing below. How many different lines do you see here?
Vincent van Gogh, Arles: View from the Wheatfields, 1888
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3. With the help of the assistant let’s build a vocabulary of lines. We need a volunteer to come to the board and draw the lines! Try to identify each type in the Van Gogh’s drawing, and draw an example in the boxes below.
thin lines
thick
squiggly
straight
curved
vertical
horizontal
diagonal
long
short
crosshatched
parallel
spirals
dotted lines
zigzags
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4. Each line has its personality, character, emotions, and a variety of adjectives that describe them. Match each type with its adjective:
Crosshatched lines
uneasy
Overlapping lines
moving and rhythmical
Thick, heavy lines
unstable
Zigzag lines
Interrupted or intermittent lines
Curved and undulating
express texture and volume
energetic and erratic
bold and aggressive
Crosshatched lines express ………………………………………… Overlapping lines are ………………………………………… Thick, heavy lines are …………………………………………………… Zigzag lines are ……………………………………………………………… Interrupted or intermittent lines look …………………… Curved and undulating lines are ………………………………
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To know more: http://www.artsconnected.org/toolkit/watch_types_line.cfm 3.2. Lines: mark making.
Van Gogh made a large number of pen and ink drawings. In these drawings he used a wide variety of marks. 1. Draw your version of the following drawing using a pen and a variety of lines. You have to identify at least 9 different marks from the drawing, and using them in your own drawing.
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2. Work in pairs. Look carefully at the following paintings and notice how
different they are. They are made of lines. What kind of lines can you see in each picture? What feelings do they express? Which one do you prefer? Why? 1
2
3
Expressions to use: - In picture number …. We can see the following types of lines: …. - The main kind of lines in picture number …. Are ….. - We believe/think/ consider that the lines made in picture number …. have the following feelings …… - We prefer picture number ….. because…. - Our favorite picture is …… because …. - We like/don’t like picture number ….. because …….
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3. ACTIVITY: LINEAR CITIES. And now that you know all the different types of lines, you have to use them in two compositions. You have to draw two linear cities: A straight line city and a wavy line city. In each city you should include buildings, trees, people, and roads. In the straight line city, however, you can only use straight lines and shapes, such as squares, triangles, and rectangles. In wavy line city, you can only use wavy lines and shapes, like ovals and circles. Once done, exchange your drawings with your partner and describe them following the example below:
“In my partner’s straight line city I can see/observe…”
HOMEWORK
Produce a drawing of one of your favorite possessions. Think carefully before you start drawing, some objects might not be very suitable to draw, such as Cds, music players, etc. Make it fill the page of your sketch book so that you can include as much detail as possible. Use lines only, and remember to vary the type of line that you use (thick, thin, heavy, light, etc). Write two sentences saying something about your object.
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4. SHAPE AND FORM. 1. Here you have some words and their images. The letters are mixed up, so you have to rearrange the letters to form the words. Once done, check your answers with your partner. Expressions to use: Let me see your answer for number …. We have the same word for number ….. well done! We agree/do not agree about number …. I think the correct answer is … because…
Litoune: ………………………..
Noce: ……………………
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Buce: …………………………
Higeth: ……………………..
Pehres: ………………………
Pethd: …………………………
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2. Listen to your teacher/assistant reading a text. A). Circle the words you listen to:
B). Listen to the text again and finish the following sentences: - We normally find organic forms in ……………………………… - Geometric forms are mostly made by ……………………………….. - Two dimensional forms have ……………………… and …………………. - The objects are the ………………….. forms.
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C). Now listen again and read the text at the same time. Fill in the gaps with the following missing words: asymmetrical common background words depth
ways regular
Shape and form are both (1) ………. that can be used to describe the eternal appearance of an object. There are various (2) ……………. to categorize form and shape. Form and shape can be organic or geometric, two dimensional or three dimensional. Organic forms such are irregular in outline, and often (3) …….. ………We normally can find organic forms in Nature. Geometric forms are those which correspond to named (4) ………. ….shapes, such as squares, rectangles, circles, cubes, spheres, cones, and other regular forms. They all have some characteristics in (5) …….,…. ….and they are mostly made by humans. Two dimensional forms have width and height. It can also create the illusion of three dimension objects. Three dimensional shape has (6) …………… as well as width and height. Forms and shapes can be thought of as positive or negative. In a two dimensional composition, the objects are the positive forms, while the (7) …………… is the negative space.
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D) Finally read the text again and complete the chart bellow with the information from the text:
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3. Decide which image belongs to each group of forms:
1
2
4
3
5
7
8
6
9
Organic forms: Geometric forms: Two dimensional forms: Three dimensional forms: Positive forms: Negative forms:
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4. 1. Me, my name, myself.
And now that we know all the forms and shapes that exist, it is time to do an activity with them. 1. Use the letters of your name to create the positive forms of your composition. 2. Add more shapes related to you: your hobbies, your interests, the things you like the most… 3. Don’t forget to use a variety of forms and shapes: organic, geometric, positive and negative, … 4. Use a variety of materials, different papers, pencils, felt tips pens and wax crayons.
5. Finally, write a composition about you, the things you like and normally do. Use in between 100-120 words.
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4. 2. Matisse and The Cure.
Creativity takes courage.
One of the artists that worked the most with shapes was the French artist Henry Matisse.
These are some examples of the art works that Matisse created by the end of his life:
T
OBJECTIVE: To create a big mural using negative and positive forms like Matisse used to do, based on the song of The Cure “Friday, I’m in love”.
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Our mural will be based on this famous mural of Matisse: The Thousand and
one Nights.
1. How many shapes can you recognise? What colour are they?
THE CURE The Cure is an English rock band and is often identified with gothic rock. They were one of the most known and successful bands ever, and they still play music now.
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THE SONG Let’s listen to the song now!
MATERIALS: construction paper, scissors, glue, pencils, imagination and creativity
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2. Follow these steps when doing the activity. Read them carefully, there are two mistakes in each sentence. Can you notice them? 1
2
1
2
3. This shapes have to be based on Matisse arts works.
1
2
4. Think about how you fell when it is Friday and try to convey these feellings with your shapes.
1
2
5. Also think about how you feel during the others day, that have to be one from Monday to Thursday, and reflect these feelings as well.
1
2
6. You have to create two diferent pictures with positive and negative pieces of cut paper: one related to friday and one related to the other day you have chosen.
1
2
7. You can add some extra words if you wants to. The sizes of the pictures is up to you.
1
2
1. Each student have to choose one day of the week apart from Friday, which everibody has to do. Do not include Saturday and Sunday.
2. With your two days, friday and the other one, you have to design shappes, forms and silhouettes related to your days.
This is the mural from last year:
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5. TONE AND VALUE. We are going to look at two paintings of the great artist Paul Klee. They are both landscapes, but they are quite different.
1
2
1. Work in pairs. Talk about these differences with your partner. Use comparatives (more ….., less ……, -er), as in the example. Example: painting 1 is simpler than painting 2.
Key words: - Flat - Colours - Light - Space - Depth - Shade - Darkness
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2. The main difference between them is the Tone or Value. Klee used tones in Painting 2. Look again at the paintings and think about the tones in painting 2 make it different from painting 1.
TONE
3. Now listen to your assistant. He/She is going to dictate the definition of Tone. Pay attention and write down the definition. Check your own definition with your partner, and discuss the differences. Try to correct the mistakes. Then listen again.
Tone: ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ………………………………………………………………………
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Scale of tones:
Tones and tints are the most important tool that artists have when they work on a flat, two-dimensional surface, to create the illusion of a three-dimensional space. Generally, lighter values appear to be “closer” to the viewer, and darker values tend to “recede” from the viewer.
Activity: Drawing natural forms. 4. We are going to develop our understanding of tone making a careful tonal study with pencil. The subject chosen on the examples below were seeds. Our subject will be three apples. You must use the full range of shades from the white of the page to the very darkness shade of your pencil. Include a background shade to make your drawing more realistic.
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5. 1. Tonal study of Moore’s sculpture.
1. You are going to make a tonal study of one of the sculptures of the famous artist Henry Moore. Stick the photocopy in your sketch book. Look at it carefully for a few minutes and then write down your opinions about the sculpture:
- What do you think of it? Is it a man or a woman?
- Do you like it? Why? Why not?
- If you were to make it, how would you change it?
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6. PROJECT: THE GARDENS OF KLEE.
Paul Klee (1879 – 1940) is one of the most important artists ever. He experimented with different techniques and media and he became a famous color teacher at the Bauhaus School.
TASK 1
In groups of 4, research the Artist Paul Klee, share information, your different ideas, help each other and create a TITLE PAGE for the project. Your page should be presented very well and should also contain: A title: THE GARDENS OF KLEE. Ten facts about Klee A version of one of his paintings that you like the most. A3 size.
Here you have some examples. Be creative!!! Use an exciting variety of materials.
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TASK 2
Now individually choose 1 image of the gardens of Klee. o Cut out and stick into your book o Image should be no smaller than 10cm x 10cm
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TASK 3
TASK 4
Using mixed media, pencils, coloured pens, wax crayons, acrylic painting, etc. Produce a version of Klee’s paintings. o This should be A3 size o On your version, you have to emphasize one of the elements of art that we have studied in this Unit. o Example: you can choose LINES as the main element of your art work, so you have to use lines the most, and try to use a wide variety of them.
Working again with the same group, write about Klee’s work: o Use the paragraphs below as a guide to help you. o Fill in the missing gaps with the facts about the artist or your own opinion where it is needed. o The writing in brackets is an example ONLY to give
you an idea of what to write.
(The first paragraph should tell us about the work and the artist)
The work of art that I studied was a (painting/sculpture/print etc) It was created by the artist (name) in the year (Date). The medium used was (oil/acrylic paints/clay etc) The title of the work is (name of work) and I looked at a (Print, photo, black & white copy) of the original. (Or the original itself)
(The second paragraph explains how the work of art was created)
The colours used were (colours or description) which gave a (Striking/Calm/sense of movement/emotional/peaceful/loud) effect. The mood of the painting is …….. I can tell this from ………………..…
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(In the third paragraph you will tell us what the work is about) The subject of the picture is (Landscape/portraiture/still life/scene/objects and space/the human form). The objects/figures look (Natural, real, distorted, exaggerated) The picture suggests a feeling of ……………….. because ……………………………………………….
(Finally, give your opinion of this work of art, using one or more of the following sentences) I think the artist was trying to communicate……………………………………. I liked/disliked this piece because it made me feel ………………………. I liked the (colours, patterns, and textures, subject) that (The artist name) chose because………………………………………….… I did/didn’t understand this work of art because ………………………………
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TASK 5 EVALUATE THE PROJECT. For the final part of the project, work in the same groups of four again. Check your answers, ask each other, correct the pronunciation and grammar, and be ready to talk to your teacher/assistant about the previous tasks and this assessment: Which of the following elements is/are most important in your work? Dot/ Line/Tone/Shape Did you choose the right materials for your work? YES / NO Which medium did you enjoy using the most and why? ………….. Have you controlled your materials?
WELL/ YES/BASICALLY/ NO
How much have you enjoyed your work? GREATLY/ BITS/ MOSTLY/ NOT AT ALL What did you find the most difficult?
Are you pleased with your final painting? How could you improve your work?
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