Color Value Study
Using Chuck Close as a Catalyst
Woodland Hills Junior High Art
Standards Addressed: 9.1(a, b, c, d, 9.2 (a, b, c, d,k,l), 9.3(a, b,), 9.4(a.b.c),
Assessment Anchors: R8.A.1.1-R8.A.1.2 R8.2.1
Objectives: After completing this lesson, students will be able:
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to identify the primary colors and use a color wheel
to correctly identify and mix secondary and intermediate
(tertiary) colors.
to accurately copy a portrait using a grid drawing
The student will demonstrate a working knowledge of color values.
1.The student will correctly identify color values.
2. The student will correctly identify the tint of a color and mix colors to achieve the tint of a color.
3 The student will correctly identify the shade of a color and mix colors to achieve the shade of a color.
The student will demonstrate a working knowledge of color schemes.
1.The student will correctly identify monochromatic, analogous, complementary, warm and cool color
schemes in student work and master artists work.
2.The student will complete a painting project demonstrating color-mixing skills.
3.The student will complete a painting demonstrating the use of color schemes.
Students will understand color has value and select colors based upon value to create the illusion of an
image. Students will also use a grid to enlarge and transfer and image.
Students will translate value into color in the creation of a portrait (or image) in the style of Chuck Close.
Study proportion.
Use ruler skills in creating a grid - develop skills in enlarging a composition using a grid
Recognize values and create values using line, pattern and simulated textures.
Develop Contrast through values.
Procedures:
Day 1, Chuck Close: A Portrait in Progress. Discuss his philosophies and technique.
Day 1: Watch a teacher made slide show of Close's work discuss the idea of color value.
Relate this concept to prior understanding of the students' experience with value. Have
each student make a value chart using crayons and colored pencils.
The next steps will be done over the next few periods.
1. Select photograph. The size for this project was 5 X 7. A picture with good contrast
works well.
2. Mark 10 x 14 inches drawing paper with 1/2" intervals at top, bottom and sides. Draw
straight lines with ruler to make grid of 1/2" squares. The beginning image is 5 by 7
inches. Make a grid of 1/2inch intervals on original photograph.
3. As students study the value in each ½ square on the photo or copy, they draw a small
cross in that square. Essentially they create 4 small squares in each ½ inch square.
4. The value of each small square is then transferred to a ½ inch square on their working
paper. In other words, square 1-A on the photo became 4 squares in 1-A on their work.
See progress example.
5. Continue until each 1/2 grid (divided into four smaller squares) on photograph has been
transferred to drawing paper - square by square. Be sure to step back and examine work
from time to time. Develop strong value contrast. Color/values should determine the forms
- not outline.
6. Mount finished drawing on colored construction paper
Student Action
Students will learn about the artist Chuck Close. Students will study mixing primary colors to
make secondary colors and mixing primary and secondary colors to make tertiary colors. Students
will select a portrait and grid the face using half- inch blocks. On drawing paper students will
redraw the portrait. Using techniques similar to the artist Chuck Close, students will add color to
their portrait drawings.
Vocabulary
Primary, secondary and tertiary colors, color wheel, value, portrait
Materials
Assorted 6" x 8" photographs showing high contrast,12 x 18 white drawing paper, Pencils, Rulers,
Erasers, Crayons ,Colored pencils, Colored construction paper
Web resource:
www.photobucket.com
Evaluation
An examination of the student’s artwork will be done in terms of the achievement of the previously
stated objectives.
Adaptations
Project broken down into smaller steps. Set smaller individual classroom goals as needed. Allow
students to use alternative materials such as crayons instead of colored pencils. Give students the
option to use larger or smaller paper as needed.
Visual Aids