Name: _____________________________________ Date ...



Name: _____________________________________ Date: ____/____/____ Period: _____

Color Theory Notes

There are 3 Types of Color

1. Pigment Color: Paint Colors-- when we refer to pigment colors, we are talking about the colors on the color wheel.

2. Light Color:

3. Object Color:

The Color Wheel Is Divided Into 3 Basic Groups

1. Primary Colors:

2. Secondary Colors:

3. Intermediate (or Tertiary) Colors:

Label the Colors:

VALUE PIGMENTS:

NEUTRAL PIGMENTS:

Every Color Has Three Properties:

1. Hue:

2. Value:

3. Intensity:

Colors Have Certain Qualities:

Using value pigments:

Color + White = ________ Color + Black = ________ Color + Gray = ________

Using Complimentary Colors: A complimentary color is the color that is directly opposite another color on the color wheel. Every color has ONE compliment:

Red and ________________ Yellow and ________________ Orange and _______________

Warm Colors:

Cool Colors:

COLOR THEORY:

1. FILL IN the color wheel using your prismacolors. LABEL each color with its NAME and its classification as either primary, secondary or tertiary/intermediate. Hint: to create your intermediate colors, mix your primary and secondary colored pencils together. (36 pts.)

Color Wheel Planning Page

Name Period

|Color Wheel Paintings | | | | | |

| |Below Expectations |Meets Expectations |Exceeds Expectations |YOU |TEACHER |

| |0-14 |15-17 |18-20 | | |

| |0-6 |7-9 |10 | | |

|Color: |Correct color mixing |Correct color mixing |Correct color mixing | | |

| |(Secondary/Tertiary) and order|(Secondary/Tertiary) and order |(Secondary/Tertiary) and order|___/10 |___/10 |

| |of all hues |of all hues |of all hues | | |

| |Student did not have colors in|Student used a traditional |Student used a traditional | | |

| |the correct order. |color wheel setup with all 12 |color wheel setup with all 12 | | |

| | |colors in order. |colors in order. | | |

| |0 Shades used in each slice |1-2 repeated shades used in |3 or more repeated Shades used| | |

| | |each slice |in each slice |___/10 |___/10 |

| |0 Tints used in each slice |1-2 repeated tints used in |3 or more repeated tints used | | |

| | |each slice |in each slice |___/10 |___/10 |

| |0 Tones used in each slice |1-2 repeated tones used in |3 or more repeated tones used| | |

| | |each slice |in each slice |___/10 |___/10 |

|Design/ Radial Balance: |Student made little to no |Student created a design that |Student created a complicated | | |

| |effort to show radial balance |effectively displays radial |design with more than 5 |___/20 |___/20 |

| |in their designs. Some slices |balance. Each slice of the |divisions in each slice, | | |

| |on the color wheel have less |color wheel has at least 4 |displaying radial balance. | | |

| |than 4 divisions or no |divisions and one floating |Student included more than one| | |

| |floating shapes. |shape. |floating shape or took a risk | | |

| | | |by flipping their design as | | |

| | | |they moved around the wheel. | | |

|Paint Application: |Student made little to no |Student displayed good control |Student showed control of | | |

| |effort to control their brush |of their brush strokes. Some |their brush, creating | | |

| |strokes in order to make |areas could be a little |clean/crisp lines and even |___/20 |___/20 |

| |clean/crisp lines. Application|cleaner, and paint more evenly |application of paint. (Sharpie| | |

| |of paint is uneven and sharpie|applied. |was used to clean up lines if | | |

| |has not been used. | |they were not crisp.) | | |

|Effort: |Student did not utilize class |Student used the majority of |Student made the best possible| | |

| |time and was often off task. |class time effectively. |use of in class time and |___/10 |___/10 |

| | | |resources. | | |

|Craftsmanship: |Slices are not lined up |All designs are successfully |All designs are successfully | | |

| |correctly throwing off the |lined up, using correct |lined up, using correct | | |

| |radial balance. |measurements to achieve an |measurements to achieve an | | |

| |There is sufficient evidence |equal distance for slice |equal distance for slice | | |

| |of messy spots, rips and |designs. There is some evidence|designs. There is no evidence |___/10 |___/10 |

| |creases on the project. |of messy spots, rips or creases|of messy spots, rips or | | |

| | |on the project. |creases on the project. Edges | | |

| | | |of color wheel have been | | |

| | | |cleaned up with white paint. | | |

|Total | | | | | |

| | | | |___/100 |___/100 |

Reflection Questions:

1. What was the hardest part about this painting project?

2. What part do you like the most/what do you think you did the best?

3. Do think you have a stronger understanding of color theory after this project? Why or why not?

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