SHS3 Art And Design Foundation · Semester 2 Week 15: Colour Theory and Application

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.3 - Create artworks from ideas in the environment using pigment colours and colours of the spectrum

By the end of the lesson, learners can:

Identify at least three ideas from their natural environment (e.g., plants, soil, water bodies, market scenes) that can inspire an artwork to address a societal problem.
Distinguish between pigment colours (such as poster colour, acrylic, gouache) and colours of the spectrum (visible light) in terms of their source, mixing behaviour and application.
Select and apply an appropriate colour scheme to express a specific mood in response to a chosen societal problem.
Create a finished artwork using pigment colours that interprets an environmental idea and communicates a clear message about a societal problem.
Present and justify their artwork, explaining how their colour choices support the message they intend to convey.

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Curriculum details

Strand: Design for Life (Strand 3)
Sub-strand: Colour Theory and Application (3.2)
Content standard: 3.3.2.CS.1 - 3.3.2.CS.1 Demonstrate understanding and application of colour theory, colour schemes, and the mood they express in design. 3.3.2.LO.1 Create artifacts using knowledge in colour schemes to interpret real-life situations in response to societal problems.
Indicator: 3.3.2.LI.3 - Create artworks from ideas in the environment using pigment colours and colours of the spectrum
Suggested placement: Semester 2, Week 15 (Week 35 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 133

Exemplars (from the NaCCA curriculum)

Experiential Learning/Project-Based Learning:
- working in groups, learners pick ideas from the natural environment and use pigment colours (e.g., watercolour, acrylic, designer's gouache, poster colour, etc.) to create an artwork designed to address a societal problem.
Experiential Learning/Project-Based Learning: In small groups, pick ideas from the natural environment and use colours from light source (e.g., torch light, florescent light, etc.) to create special effects in interior decoration.
Problem-based Learning:
- Through brainstorming, distinguish between secondary colours from pigment and those from light source through a three-minute video presentation.

Assessment (3.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- Textbooks
- web references
- projector
- computer
- LCD Screens
- flip charts
- TLMs on colour theory and application
- posters
- flyers
- buntings
- Paintings
- drawings and illustrations