Submitted
by: Anne Rose-Phillips
Exploring Color Basics Art:
Grade 6-8
Lesson Computer
Colors
Goals:
The learner will acquire increased knowledge about the artistic element of
color through exploring colors, color systems and relationships.
Key
Concepts: Hue is the name of a
color.
Saturation or intensity is the
pureness of a color.
Value is the lightness or darkness
of a color. Black and white are not part of the color wheel, but are the ends
of the value scale.
Computer/TV colors work in a
different way: they have different primary colors, red, green, blue, called
RGB. These three all mix to white instead of brown or black.
Modern
printers, including magazine and book printers, computer printers such as
ink-jet and laser, and color copiers, use cyan, magenta, yellow and black
inks for the most accurate color mixing. This is called CMYK or 4-color
process.
Instructional Strategies:
Computer based research. Using multiple
intelligences through talking, reading and writing (auditory/verbal), looking
and coloring (visual/kinesthetic) and logically presented information in a
novel, technological format (computers & animated presentations).
Interpersonal intelligence will be required to work successfully in this
relatively unfamiliar environment.
Approx length: 1 x 42 min class period (Depending on students’ familiarity with
computers, more time might be better, but the lab requires sign up and is
shared by all.)
Behavioral Objective:
While viewing specific web sites, the learner
will explore color systems on the computer and use information s/he finds to
complete a worksheet about those systems.
Grading Criteria:
I will be looking for success in accessing information on the
computer as well as understanding and application of key concepts for this
lesson.
Informal assessment: Looking for
respectful behavior in computer lab and helpful attitudes towards self and
classmates in new environment.
Materials/prep:
- Computer lab with sufficient computers with
Internet browsing software
- Computer Color worksheets: 1 with
web addresses, and 1 with color systems diagrams
- Sorted sets of colored pencils to
color in worksheets (Cyan, Magenta, Yellow, Black, Red, Green, Blue)
- Bin or folder to collect worksheets
- Sign on door to meet in Computer lab
[after checking w/6th grade team that they had success meeting
there]
Anticipatory set:
[This will be
done the day before to prepare them for lab:
The color wheel we are using here [point] was developed by Sir Isaac Newton. Does
anyone know who he was?” “The apple guy – actually he discovered many
principles of what we now call physics, including how light and color work.
Do you know about when he lived?” 1644-1727; optics in 1670-1704) “Nowadays,
we have new systems of color. You need to learn about these because, even if
you don’t become an artist, and I hope some of you will, you will use at
least some of these: TVs, computers, color printers, copiers, cameras, video
games, handhelds, etc. Chances are that you will use them more and more as
you get older. And guess what? Their displays, or what you see, are all based
on the color systems we are going to learn about in the computer lab
tomorrow. I am not going to tell you too much, so it will be kind of an
answer hunt and we will review the information on another day after you all
have been on the web sites.”
Talk about behavior expectations: treat equipment gently, no food, no other
applications, red cups for questions + ask neighbors, walk quietly in halls
to & from, help each other without giving it all away, have fun.
“Remember what we talked about
yesterday.” Hand out worksheets, tell them to follow directions, then, since
our time is limited, I will attempt to get them all on the web site(s) as
quickly as possible.
Stated objective: We are in the computer lab to learn about other color systems
including their primary and secondary
colors. This is a chance for you to get comfortable using the Internet for
educational research purposes.
Body:
Get them on computers. Talk through log-in (student/password) then getting on
Internet & typing in first web site. No other apps/sites than what’s on
handout. Try to keep moving to oversee all students. (Possibly put helper on
a computer near students who are less familiar so he can assist them while
discovering too). Have them color diagrams, or at least make notes from the
first site, then hopefully have time to do some games, and exploration of the
other sites I’ve found/listed.
CFU:
Walk around, answering questions signified by placing a red cup on top of
computer, checking on progress and un-sticking kids if necessary. Keep an eye
on how they are doing with the worksheets, as a gauge of their understanding.
(CFU = Check for understanding)
Closure:
Have folder to turn in worksheets. Collect colored pencils. Get them to log
out in time.
Adaptations: Planning that I may need to spend a little more specific time with
certain students, without getting derailed. (Seems to always be the case with computers.)
Note: Diagrams currently have initials as hints;
with a more advanced group I would not include those, but I want them to get
it accurately and have a reference sheet out of this.
For students with language &
cognitive difficulties: Help more with URLs if needed and direct them to the
pictures which fill these sites.
For students with greater
intellectual thirst: I’ve given them a bigger list than they will be able to
get through in one class. Plus there are scientific links (a lot of this
information is fairly scientific) so once the basic systems assignment is
complete, at their own pace, students can go in different directions as they
are motivated. I will also emphasize extra credit for those who bring in
proof that they did explore further on the web.
Those who refuse to stay on task:
Give small clear steps and try to get neighbors helping if possible. All kids
seem to find computers compelling when there is something new to do. Again,
emphasize different sites and animated ones if their interest is
quick-moving.
Reflection:
Day1, 7th period: Due to Related Arts
team meeting going until 2 min before class started, I could not arrive at
lab before kids. I had arranged to share lab, thinking there would be enough
computers, but I have more students than usual & also 2 mice were missing
(that were there when I left lab in 3rd period). Also clock still
an hour off so I had some students sign off too early – general flustration +
high levels of 35+ kids + no prep time were challenging.
Next time, do whatever to have 5 min to prepare
in lab before students arrive, to get everyone on as smoothly as possible.
Also many students didn’t seem to understand that they were supposed to read
the sheet & follow the directions. All eventually got on to the site
(very particular URL) & got sheets completed. One student really resisted
the computers & basically worked at a table. 2 students ended up doubling
up & apparently did cooperate very well.
The lesson held up well though. All students
(except maybe a couple of kids with special issues, who distracted each other
I think) completed sheets & were able to use the hints + animations to
figure out the color wheels. We will build on that understanding with the
next lessons. Some did get to the game sites & enjoyed the color painting
game at the colorcube site. Others were looking at other sites. Many did not
keep lists of sites. I will have a review next class to see how they felt
about the computer day, and to see how well the info actually is understood.
Directions for the Computer Lab
1. When you arrive, put books
quietly on the main tables and find a computer. You should be able to move
your mouse > select student then type in raindrop as a password.
Anytime: If you have a question,
put your red cup on top of your
computer. I will come help you as soon as I can. Also, see if your neighbors
can help you.
2. At the bottom of the screen click
on the compass (Safari) or the blue e (Explorer).
3. In the box at the top type:
http://home.att.net/~RTRUSCIO/COLORSYS.htm
4. Look at this page and click on
the buttons to learn about color mixing systems.
5. Use this information to finish
the worksheet by coloring in the circles correctly
after you find the required information. (I’ve given you lots of hints!)
6. Remember to write the color names
and be accurate!
7. When you are finished, turn in
your worksheet to the bin from our classroom.
8. Check out these other cool sites
about color—check them off if/when you go to them.
Graphic
design in an animated site: includes a great section on color (also has
perspective, etc.)
