Colour Theory and Application · SHS1 Art And…

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.3 - Analyse and explain the use of pigment colours, spectrum colours, and environmental ideas in the creation of artworks.

By the end of the lesson, learners can:

Distinguish between pigment colours and spectrum colours by identifying at least three characteristics of each and giving two local examples of objects that display each type.
Analyse a given artwork or environmental scene and explain how pigment colours, spectrum colours, and environmental influences (such as lighting, season, or location) have been used in its creation.
Compare how the same colour (for example, green) appears differently as a pigment (paint, dye) and as a spectrum colour (light, rainbow, screen) and explain the reason for the difference.
Create a simple colour mixing chart showing how secondary and intermediate pigment colours are derived from primary pigments, using locally available materials such as poster paint, clay slip, or crushed leaves.
Justify, in a short oral or written explanation, how environmental ideas (weather, vegetation, urban or rural setting, cultural practices) can inspire the choice of spectrum and pigment colours in an artwork designed to address a societal problem.

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Curriculum details

Strand: Design for Life (Strand 3)
Sub-strand: Colour Theory and Application (3.2)
Content standard: 1.3.2.CS.1 - 1.3.2.CS.1 Demonstrate understanding and application of colour theory, colour schemes, relationships and the mood they express in design. 1.3.2.LO.1 Use knowledge in colour schemes to interpret real-life situations in response to societal problems.
Indicator: 1.3.2.LI.3 - Analyse and explain the use of pigment colours, spectrum colours, and environmental ideas in the creation of artworks.
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. 53

Exemplars (from the NaCCA curriculum)

Experiential Learning/Explorative Learning: Explore the environment/watch videos and photos to identify and record how pigment colours and colours of the spectrum occur in natural and man-made objects.
Experiential Learning/Self-Directed Learning/Project-Based Learning: In small groups/individually, Generate a manual/digital scrapbook to show how pigment colour and spectrum colours are incorporated into patterns on both natural and man-made objects.
Project-Based Learning: In groups/individually, generate a colour wheel and colour mixing chart of primary, secondary and intermediate colours for pigment colours and colours of the spectrum.

Assessment (1.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: 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