It's All in a Handshake
I found I could say things with color and shapes that I couldn't say any other way -
things I had no words for.
Georgia O'Keeffe
"Then God said, 'Let there be light'; and there was light." Genesis 1:3
The first chapter of Genesis tells us that God created light. Through science we know that color is a direct function of light. The way light reflects or emits off an object creates color and God designed our eye to see the different colors.
Objectives:
In this lesson you will collaborate in exploration and imaginative play with color, use vocabulary to discuss color, create a work of art, and reflect on it.
Materials:
large construction paper/poster board; black sharpies; red, yellow, blue tempera paint; paper plates
Process:
The first chapter of Genesis tells us that God created light. Through science we know that color is a direct function of light. The way light reflects or emits off an object creates color and God designed our eye to see the different colors.
Objectives:
In this lesson you will collaborate in exploration and imaginative play with color, use vocabulary to discuss color, create a work of art, and reflect on it.
Materials:
large construction paper/poster board; black sharpies; red, yellow, blue tempera paint; paper plates
Process:
- Watch these videos:
- What are the primary colors? What are the secondary? What are the intermediate colors? How are they placed on the color wheel?
- Divide into groups of 3.
- Each group will get a black sharpie and a large piece of white construction paper.
- Use the sharpie to draw a color wheel template on the poster board. These are examples of color wheels
- Color wheel template 1 is for grades 1-3. Color wheel teimplate 2 is for grades 4-5.
- Play the videos The Red and Yellow Blues and Secondary Samba as you create your color wheel.
- In each group: 1 student will place hands in red paint, 1 in blue paint, and 1 in yellow paint.
- Take turns putting the appropriate color handprint on the color wheel in the appropriate place.
- Next, the person with red hands will shake one hand with the person that has yellow paint. This will mix red and yellow. What color did you get? Where does it belong on the color wheel? Place an handprint of that color in the appropriate place. (Be careful to only mix colors on one hand.)
- Next, the person with the red hand will shake the hand with the person that has blue paint. This will mix red with blue. What color did you get? Where does it belong on the color wheel? Place an handprint of that color in the appropriate place.
- Finally, the person with the yellow hand will shake hands with the person with blue paint. This will mix yellow and blue. What color did you get? Where does it belong on the color wheel? Place an handprint of that color in the appropriate place on color wheel.
- 4th and 5th grade students will create intermediate colors for color wheel using the same procedure. Place handprints of the colors in the appropriate place on the color wheel.
- When you are finished clean your hands.
- Look at your color wheel. How many colors did you make? Which colors are the primary colors? Which colors are the secondary colors? Which colors are the intermediate colors? Are they in the proper place?
primary/secondary/intermediate colors
color wheel
Standards:
VA:Cr1.1
VA:Cr3.
