Mixing Primary into Secondary

fullsizerender

You would be surprised how many children and adults do not know which primary colors make the secondary. I did two versions of this lesson for the younger elementary kids and the older ones.

The younger kids, 1st grade-2nd, did the ice pops. I did find the lesson online but I changed it up a little. We did this following our How to use a brush Winter Style lesson. I did just a lesson on mixing colors on white paper. I told them we were going to make magic today. The paint brush is your magic wand. We started out by making sure our brushes were super clean. We put some yellow on the paper, cleaned the brush, put a tiny amount of blue on the tip, said the magic words and they mixed green. They were really amazed. Same things with yellow and red for orange, make sure you reinforce just dipping the tip of the brush into the red (and blue) because they are such strong colors. Last we do red and blue to make purple.

I closed this lesson by having the kids take a look around the table at their friend’s colors. Are all the greens exactly the same? Some are more yellow and some are more blue. Why? This is how you can introduce the intermediate colors. Why would you want a green that is more blue? Why would you want a green that is more yellow? This can be a nice conclusion.

The older kids, 3rd through 5th, did the color wheels. They already knew the primary and secondary colors. We traced a circle on white paper, used rules to draw 3 lines through the circle, and outlined in sharpie. Then as a class we painted in the primary colors, skipping a space between each color. So you have red, blank, yellow, blank, blue, blank. This is where they mess up. Some kids will just go again and know that they two colors surrounding the blank spaces need to be mixed in there, so red and yellow to make orange in the middle. Others you have to do it step by step.

Moving on to the Ice Pops. I actually got observed for this lesson, and because it was a step by step process it was deemed not creative enough. Which is fine, but I think the lesson served its purpose because after all the kids knew exactly how to make orange, green and purple, and they had fun. I pre-drew the ice pop shape, and even color coded labeled them with Y O R, for yellow, orange, red. They already had an introduction to mixing so it was applying last weeks skills. I still did it step by step so no one was left behind. Some kids liked painting the top, then bottom, then mixing the middle. Others painted the whole top and middle yellow then added red on the bottom going up to make the orange middle. Depends on the students.

The background was choosing horizontal, vertical or diagonal lines in a pattern. So before they did that we reviewed all those words. We used PAINT CAKES! My favorite. And any colors they wanted. Cut, glue, done.

Advertisements

Mondrian Collages

3

So this is kind of a typical art project but I liked it because I didn’t have supplies come in yet so it was a good way to introduces some elements of art before painting. The major themes in this project were primary colors, lines, shapes and abstract art. When they saw examples of Mondrian’s work there is a lot of room for discussion on what they think the paintings look like.

I showed them Broadway Boogie Woogie without telling them the title. I told them to use their imagination and discuss with their partner what they see. Without me telling them they got the sense of a city, and buildings and traffic lights. When I told them the paintings background they were really excited.

We also talked about what shapes and colors they see. I showed them another examples of Mondrian’s work with the typical black lines. We discussed what direction the lines can go, horizontal, vertical, and diagonal. We talked about the primary colors and what makes them special.

The guidelines were simple, students have to have at least 1 vertical, 1 horizontal, and 1 diagonal line. They have to use all 3 primary colors, and use different shapes to cover up most for the empty spaces. I didn’t want to give them too many limitations as I wanted them to be free to come up with their own things. I was observed during this lesson and my AP thought I should have had more rules, but I think they came out great with the guidelines they had? Yes, there is always going to be that kid who wants to do the bare minimum and get it over with quick and easy… but I feel like that is the kid you have a sit down chat with and try to inspire them to do more. Plus once things got going the kids saw what their peers were doing and kept going. Some kids cut their pieces smaller, some kids had their work pop out and make it a 3D project! I feel like you have to let them explore on their own.

I told them they can work to a certain design or see what it looks like after like we did with Broadway Boogie Woogie. We came up with titles based on what they saw I their pictures. Encourage students to use their paper wisely and not be afraid of the scrap bucket. I went through a lot of paper. Collage is also an annoying clean up so make sure you have a broom and dust pan.

I have also done this project on the computer! Great for learning how to make straight lines, use the bucket tool to fill in spaces, and create shapes! I used a program called PIXIE!

2

Kandinsky Color Theory

We all see Kandinsky inspired art in like every single art teaching book. I decided to use Kandinsky as a way to finalize our color theory unit. Students learned how to paint a color wheel, how to mix primary into secondary, what the complementary colors are, what the warm and cool colors are the order of the rainbow. These were all mini lessons leading up to this.

After all the mini lessons we reviewed by playing the color game, where I give them stripes of all 6 colors and you ask questions like what is the opposite of blue and they quietly raise the orange strip. Students can lead this game at their tables or with the whole class. Put the strips in rainbow order, wave the warm colors, wave the secondary colors. You can see who remembers and who will need extra attention.

I show them the Kandinsky circles and we talk about color feelings and choices. They know a lot about color and they know about what feelings a color can portray from the warm/cool lesson.

This whole painting is planned on a worksheet. I give them a handout with 6 boxes and on top it reminds them all the color combinations. They have to color in with markers/crayons/colored pencils their entire project before they get to paint on big paper. 4 out of the 6 boxes have to be a pattern of one of these: primary colors, secondary colors, complementary colors, rainbow order, warm or cool colors. The 5th and 6th box are free color order, and students usually just pick from the list.

screen-shot-2016-03-03-at-3-49-37-pm

Once their planning sheet is filled we practice painting in rings on a smaller paper to gain confidence before they head over to the big paper. I tape their planning paper to the back so they can refer to it and follow their plan.

If they mess up explain the beauty of painting that we can always wait for it to dry and paint over it! To keep my sanity I previously pour out paint into cups and keep 1 brush per cup and a water cup with extra brushes. They know not to mess with the colors and always make sure their brush is super clean before switching colors. Tickle the bottom of the water bucket, wipe the excess water on the edge of the bucket, dab it on paper. Tickle, tickle, tickle, wipe wipe wipe, dab, dab dab. They like that.