Colour Theory and Application · SHS3 Art And…

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.2 - Analyse pigment colours and those of the colour spectrum

By the end of the lesson, learners can:

Distinguish between pigment colours (subtractive) and colours of the spectrum (additive) by identifying their sources and characteristics.
Explain the difference between the primary colours of pigment (red, yellow, blue) and the primary colours of light (red, green, blue) using a comparison chart.
Analyse how colours of the spectrum are produced and how they combine to create white light.
Describe the functions of pigment colours and spectrum colours in stage design with reference to specific examples.
Justify the choice of either pigment or spectrum colours for a given design problem, using appropriate colour theory language.

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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.2 - Analyse pigment colours and those of the colour spectrum
Suggested placement: Semester 2, Week 14 (Week 34 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)

.
Experiential Learning/Problem-Based Learning:
- Use a chart to illustrate the distinction between pigment colours and colours of the spectrum.
- Use objects and products from the immediate environment that learners can relate to.
Group Work/Collaborative Learning: Forming small groups, explain the functions of colours of the spectrum with reference to how they are used in stage design.
- Use products from the immediate environment that learners can relate to.
Problem-based Learning:
- In small groups, explain the functions of pigment colours as regards to how they are used in stage design.

Assessment (3.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; 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