Colour Theory and Application · SHS3 Art And…

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.1: Identify and explain colour schemes and the mood they express in relation to learners’ response.

By the end of the lesson, learners can:

Define colour theory and colour scheme and clearly distinguish between the two concepts.
Identify at least five major colour schemes (monochromatic, analogous, complementary, split-complementary, triadic, and tetradic) from posters, paintings, and packages.
Explain the mood each colour scheme expresses (for example, calm, excitement, warmth, tension, harmony) with reference to at least two examples.
Analyse a given product package or artwork and describe the colour scheme used and the mood it creates, giving reasons for their answer.
Reflect on and share their personal, cultural, and emotional response to colour schemes, showing awareness that responses may differ based on gender, beliefs, and background.

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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.1 - Identify and explain colour schemes and the mood they express in relation to learners' response.
Suggested placement: Semester 2, Week 13 (Week 33 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. 132

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning/ Group Work/Collaborative Learning: Through brainstorming and class discussions, identify and discuss the colour scheme and mood they express and learners' response to them.
- Encourage learners to consider gender, socio-cultural background, beliefs of individual learners as well as use of examples of art and design works in the school and local community.
Self-directed Learning/ Initiating talk for Learning:
- Through class discussions, distinguish between colour theory and colour scheme. Experiential Learning/Problem-Based Learning:
- Using video/photograph presentation, explain how colour theory is used in design and production of packages for selected products.

Assessment (3.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic 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