Michael Ritchie deliverables AR148
1. General Education Objectives
a. Apply aesthetic and intellectual criteria in the evaluation
or creation of works and how they apply to the real world
b. Differentiate and make informed decisions about issues
based on multiple techniques and value systems
c. Draw connections, integrate knowledge and skills
within their program of study
2. Learning Outcomes:
A. Lecture content and studio exercises:
• Students will recognize the changing nature of perception and color
experience and the physiology of color.
• Students will experiment with color within specific guidelines/structure.
• Students will develop a vocabulary of terms specific to the arts and
particularly color theory and be able to articulate visual ideas more fully.
• Students will paint harmonious color combinations using complimentary,
split complimentary, double complimentary, triadic analogous
and monochromatic.
B. Analysis
• Students will examine the artworks of artists to see how color is used and
harmonious palettes are applied in a variety of media (digitally,
photography, fashion, interior design, street art, painting and sculpture)
• Students will critique their own work and the work of other students.
Assessment rubric
C
Creation
1. To recognize the changing
nature of perception and color
experience and the physiology of
color. Students will identify,
compare and contrast different color
models (RYB, CMY, RGB). They
will identify the source of such
colors, in the real world, and some
of the colors they create when
combined.
2. Students will develop a
vocabulary of terms specific to the
Excellent 14
Good –
12
Average - 15
Fair –
7
Poor –
6
Excellent
Good –
16
12
arts and particularly color theory and
be able to articulate visual ideas
more fully. Students will complete
two quizzes throughout the semester
to demonstrate use of vocabulary.
3. Students will paint harmonious
color combinations using
complimentary, split
complimentary, double
complimentary, triadic analogous,
monochromatic and dissonant.
Average
Fair –
Poor
12
8
6
Excellent
Good –
Average Fair –
Poor
14
12
16
8
4
Analysis:
4. Students will examine the artworks
of artists to see how color is used
and harmonious palettes are applied
in a variety of media (photography,
fashion, interior design, street art,
painting and sculpture)
5. Students will critique their own
work and the work of other students.
ExcellentGoodAverage
FairPoor-
9
9
15
11
10
Excellent
Good –
Average Fair –
Poor
7
11
18
10
8
4. Student assignment (example)
STUDIO EXERCISE
Harmonious Color Paintings
Students will paint six (approximate measurements 6" x 6" to 8” x 10”) paintings using the
following color combinations selected from the color wheel: complimentary, split
complimentary, double complimetary, analogous, triadic, monochromatic and dissonant.
Through this exercise students will:
• understand how colors relate to each other
• understand how the eye responds to particular color combinations
• be purposeful in selecting colors (whether to create harmony or dissonance)
• understand how size of color field/amount of colors interact
with each other in an effective manner
Creation
Category 1
To recognize the changing nature of perception and color
experience and the physiology of color. Many are too subjective when
creating their designs and rely on cliches learned in the past.
• Excellent
14
• Good –
12
• Average
• Fair –
• Poor
15
7
6
Category 2.
Students will develop a vocabulary of terms specific to
the arts and particularly color theory and be able to articulate
visual ideas more fully.
Since many speak English as a second language, explaining terms is more difficult.
Many do not know how to describe what they see. They have difficulty utilizing art
vocabulary when describing their work.
• Excellent
• Good
• Average
• Fair
• Poor
16
12
12
8
6
Category 3.
Students will paint harmonious color
combinations using various color combinations.
Some had difficulty distinguishing the different color combinations.
Some had a great deal of difficulty organizing their assignment and their materials.
Some are very disorgnized and cannot finish projects satisfactorily because of
organizational problems
• Excellent:
• Good:
• Average
• Fair:
• Poor
14
12
16
8
4
Analysis
Category 4.
Students will examine the artworks of artists to see how color is used.
Many do not relate the use of color in reproductions to their own artwork.
They must recognize reproductions as visual resources.
• Excellent:
• Good:
• Average
• Fair:
• Poor
9
9
15
11
10
Category 5.
Students will critique their own work and the work of other students
Many students do not take part in the critiques.
Some have problems since English is a second language.
• Excellent:
• Good:
• Average
• Fair:
• Poor
7
11
18
19
8
5. Action Plan
We will institute the following:
• Students will be quizzed regularly on use of terminology
• Students will be shown more design by famous artists and designers.
Using specific color combinations by well know artists in an assignment is a possibility,
• Students will be given low intensity papers to write in class during critiques to help the
entire class participate is discussions. This will allow us to get feedback from everyone
and provide opportunities for students to use color theory/art related vocabulary
• Students will be quizzed regularly on the history, physiology, concepts, models and
systems as they relate specifically to color theory.
• Students will be given more complex prompts during critiques.
We are giving some thought to giving out standard responses using propr terminology.
Students will fill in the blanks to describe what they see. In this way, proper terms are
used to describe the visual content.
• Students will be shown how to organize their workplace, materials, glue, brushes etc.
Instructions will be given on working methodically step by step.
6. ARTIFACTS: see below
Monchromatic color
Three color combinations