COLOR THEORY Course #: 819

Open to grades 9-12. Term Block Credit: ½

A.L. 2

PREREQUISITE(S):
None

COURSE DESCRIPTION:
Student’s study color in relation to everyday life and artistic endeavors. They offer both written and visual proofs of the
psychological and physical properties of color. Students analyze and conduct experiments based on the color theories of
Josef Albers and others, and use paint and collage to create designs based on the ability of the eye to perceive color.
Emphasis is placed on color perception coupled with an understanding of how the eye perceives color changes. Concepts of
design are discussed and applied to specific theories of color.

Last Revised: 04/28/03

Standards Benchmarks Assessment
Mission Statement Academic Goals Students will: Student achievement of the Academic
Addressed: Goals is evaluated through the
Primary: following assessments: (School wide
A.G. rubrics are currently being developed
for each academic goal.)
Secondary:
1.9 Demonstrate the ability to create 2D 1. Evaluate project-based studio work
and 3D works that show knowledge of using rubrics based upon:
unique characteristics of particular media,
materials, and tools 1a. technical skill and craftsmanship
1b. use of media
• Use thumbnail sketches in the 1d. completion of work
development of composition as 1e. overall aesthetic quality
well as blocking-in, grids,
sighting and/or overlays when 2. Self-evaluation based on a rubric
needed. mapped to standard 1.9

• Use various painting media (i.e. 3. Teacher evaluations based upon:

acrylics, pastels, transparent and
opaque watercolor) and explore 3a. rubric
the particular qualities inherent 3b. in-class critique
to the successful handling of 3c. participation
each media
• Define form using the modeling 4. Performance based assessment of:
technique, i.e. physical blending
of material. 4a. studio project

5. Summative assessment of:

5c. studio-based project

1. Evaluate project-based studio work

using rubrics based upon:
1.10 Use electronic technology for 1a. technical skill and craftsmanship
reference and for creating original 1b. use of media
work 1c. personal style and creativity
1d. completion of work
 • Demonstrate an understanding 1e. overall aesthetic quality
of color theory as it connects to
other disciplines and media, e.g. 2. Self-evaluation based on a rubric
music, video mapped to standard 1.10

• Use electronic technology to 3. Teacher evaluations based upon:

complete psychological
experiments in the effect of 3a. rubric
color on the human psyche 3b. in-class critique
3c. participation

4. Performance based assessment of:

4a. studio project

4d. demonstrated knowledge of
technical skill (written or
applied)

5. Summative assessment of:

5c. studio-based project

1. Evaluate project-based studio work

using rubrics based upon:
2.12 Apply knowledge of color theory to
a project focusing on the use of 1a. technical skill and craftsmanship
complementary colors. Be able to use 1b. use of media
values of colors in wet and dry media to 1c. personal style and creativity
create the illusion of 3D form on a 2D 1d. completion of work
surface 1e. overall aesthetic quality

• Create secondary and 2. Self-evaluation based on a rubric

intermediate colors from mapped to standard 2.12
primaries
3. Teacher evaluations based upon:
• Create and use color value: tints,
tones, and shades 3a. rubric
3b. in-class critique
• Create and use a hue and its
complements, plus neutrals
4. Performance based assessment of:
• Define form using the modeling
4a. studio project
technique, i.e. physical blending
4d. demonstrated knowledge of
of material
technical skill (written or
applied)
• Define form using the visual
color mixing technique 5. Summative assessment of:
• Use high and low intensities to 5a. written quizzes, tests or final
make objects recede in space exam
5c. studio-based project
2.13 Use color, line, texture, shape, and 1. Evaluate project-based studio work
form in 2D and 3D work and identify the using rubrics based upon:
use of these elements in the compositions
of others 1a. technical skill and craftsmanship
1b. use of media
• Use thumbnail sketches in the 1d. completion of work
development of composition as 1e. overall aesthetic quality
well as blocking-in, grids,
sighting and/or overlays when 2. Self-evaluation based on a rubric
needed mapped to standard 2.13
• Create secondary and
intermediate colors from 3. Teacher evaluations based upon:
primaries
3a. rubric
• Create and use color value: tints, 3b. in-class critique
tones, and shades 3c. participation
• Create and use a hue and its
complements, plus neutrals 4. Performance based assessment of:

• Define form using the modeling 4a. studio project

technique, i.e. physical blending
of material 5. Summative assessment of:

• Define form using the visual 5a. written quizzes, tests or final
color mixing technique exam
5c. studio-based project
• Use high and low intensities to
make objects recede in space

1. Evaluate project-based studio work

using rubrics based upon:
3.9 Create 2D and 3D artwork that
explores the abstraction of ideas and
1a. technical skill and craftsmanship
representations
1b. use of media
1c. personal style and creativity
• Demonstrate a clear
1d. completion of work
understanding of the
1e. overall aesthetic quality
psychological effects of color,
the theories about hue, and the
2. Self-evaluation based on a rubric
societal impact of said theories
mapped to standard 3.9

3. Teacher evaluations based upon:

3a. rubric
3b. in-class critique

4. Performance based assessment of:

4a. studio project

4d. demonstrated knowledge of
technical skill (written or
applied)

5. Summative assessment of:

 5a. written quizzes, tests or final
exam
5c. studio-based project

1. Evaluate project-based studio work

4.6 Demonstrate the ability to articulate using rubrics based upon:
criteria for artistic work, describe
personal style, assess and reflect on work 1a. technical skill and craftsmanship
orally and in writing, and to revise work 1b. use of media
based on criteria developed in the 1c. personal style and creativity
classroom 1d. completion of work
1e. overall aesthetic quality
• Through study and
experimentation with color 2. Self-evaluation based on a rubric
exercises, develop an mapped to standard 4.6
appreciation for the
psychological effects of color 3. Teacher evaluations based upon:
and the practical uses of color
3a. rubric
• Create secondary and 3b. in-class critique
intermediate colors from 3c. participation
primaries
4. Performance based assessment of:
• Create and use color value: tints,
tones, and shades 4a. studio project
4d. demonstrated knowledge of
• Create and use a hue and its technical skill (written or
complements, plus neutrals applied)

• Define form using the modeling 5. Summative assessment of:

technique, i.e. physical blending
of material 5a. written quizzes, tests or final
exam
• Define form using the visual 5c. studio-based project
color mixing technique 5d. oral presentation

• Use high and low intensities to

make objects recede in space INCOMPLETE

• Use thumbnail sketches in the

development of composition as
well as blocking-in, grids,
sighting and/or overlays when
needed

• Complete a 2-3 page paper

based upon the effects of color
on the human psyche

4.7 Maintain a portfolio of sketches and

finished work
 • Complete a predetermined
number of assignments and
maintain a consistent log of
preliminary as well as completed
work

5.8 Demonstrate the ability to compare

and contrast two or more works of art,
orally and in writing, using appropriate
vocabulary

• Using various media resources,

research and complete a paper
on the psychological effects of
color on the human psyche

• Through study and

experimentation with color
exercises, develop an
appreciation for the
psychological effects of color
and the practical uses of color

5.9 Use published sources, either

traditional or electronic, to research a
body of work or an artist, and present
findings in written or oral form

• Using various media resources,

research and complete a paper
on the psychological effects of
color on the human psyche

• Complete a 2-3 page paper

based upon the effects of color
on the human psyche

10.1 Integrate knowledge of dance,

music, theatre, and visual arts and apply
the arts to learning other disciplines

• Demonstrate an understanding
of color theory as it connects to
other disciplines and media, e.g.
music, video

• Participate in daily yogic

meditation and color breathing
while listening to relaxation
music

• Use music as inspiration in

developing a work of art based
upon psychological connections
 10.2 Continue the above and apply
knowledge of other disciplines in
learning in and about the arts

• Demonstrate an understanding
of color theory as it connects to
other disciplines and media, e.g.
music, video

• Participate in daily yogic

meditation and color breathing
while listening to relaxation
music

• Use music as inspiration in

developing a work of art based
upon psychological connections

EXPECTATIONS FOR STUDENT LEARNING:

1. Demonstrate effective skills in reading, writing, speaking, and listening
2. Develop computational skills and problem solving strategies
3. Demonstrate proficient use of technology
4. Employ research sources to acquire information for personal and academic use
5. Demonstrate analytical and creative skills
6. Make connections across era, civilizations, and disciplines, noting differences and continuities in the human
condition
7. Analyze and evaluate various forms of media
8. Synthesize various points of view in order to develop informed opinions
9. Use the scientific method to design and analyze experiments in order to apply knowledge

CRITICAL THINKING:
This course provides for the development of critical thinking skills as the student recalls information, comprehends and
interprets information, uses information to relate and apply ideas, examines and breaks down information, synthesizes
information and ideas to create something original, and makes judgments and evaluations.

STUDY SKILLS:
1. Vocabulary
2. Listening skills
3. Following directions
4. Organizing and sequencing of activities
5. Visual perception activities
6. Problem solving and decision-making
7. Respect and responsibility

KEY RESOURCES:
1. Varied art materials, tools, and equipment
2. Department library
3. Department slide library
4. School library
5. Various appropriate videotapes
6. Internet resources

TIMELINE:
WEEKS 1-2
Class discussion on the psychology of color, the importance of color in our everyday lives, its effect on mood, personal
contacts, emotion, etc.
THE PSYCHOLOGY OF COLOR
Lesson 1: Social Interactions and Color
Lesson 2: Emotional Reactions to Music through Color
Lesson 3: Piet Mondrian

WEEKS 3-4
HOW WE SEE AND SENSE COLOR
Lesson 4: The Mechanism of Vision
Lesson 5: Feeling Color

Lesson 6: Healing Through Color

PAPER: Theories on Color Psychology

WEEKS 5-7
The Physical Properties of Color (color wheel and color mixing, gouache, Coloraid paper, color mixing)
Lesson 7: Grayscales and Color scales

WEEKS 8-10
Self-Portrait
Lesson 8: Color Mixing Self-Portraits
Lesson 9: Visual Color Mixing
FINAL EXAM