Mini-Activity Three, Art + Science: "Color Breakdown"
Color Breakdown
Grade Level: 4 & 5
Length: Two-45 minute class periods
Theme Concept(s): Color- Certain color formulas can be reversed to show their original color components. Students will predict the results of chromatography (method to discover the colors that make up each color/marker by breaking them down) and then conduct a series of color splitting experiments, vary conditions, record results and compare to their predictions.
Aesthetics, Art Criticism, Art History: Josef Albers is an artist who focused on the effects of color choice. Homage to the Square. Do you think this is art? Why or why not? What shapes do you see? What colors do you see? How are these colors similar/different? How do they make you feel? Albers, Rothko, Ellsworth.
Art Production Concept(s): Color families: complimentary, analogous, monochromatic, primary, secondary, tertiary, warm & cool.
Teaching Strategies: Introduction/Stimulation, Demonstration, Discussion, Art Production.
Creative & Critical Behaviors Students Enhance: Decision making skill will be enhanced. Students will have to decide variables. Students will understand scientific process (observe, hypothesize, experiment, record). Students will be able to breakdown colors and begin to understand using color as a symbol (linking an emotion to color).
NJCCCS (one visual arts and one non-arts):
Visual Arts- 1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
Science- 5.1.4.B.3 Formulate explanations from evidence.
Materials: White sidewalk chalk, markers (original and washable), cups & water, paper, scissors and paint.
INTRODUCTION: Begin class by asking students to take a minute and think about how they feel today. Ask them to describe how they feel using a color.
Art History, Aesthetics, Art Criticism: Josef Albers is an artist who focused on the effects of color choice. Homage to the Square. Do you think this is art? Why or why not? What shapes do you see? What colors do you see? How are these colors similar/different? How do they make you feel? Albers, Rothko, Ellsworth.
DEMONSTRATION: Teacher will first do demo then students will follow instructions.
Group students into cooperative learning teams, each to experiment with different amounts of time, different amounts of water, different colors and different marker formulas (washable versus non-washable formulas). Have each team record the conditions of their experiment and compare the results.
Each team will brainstorm the variations they want to test/compare and gather those supplies.
Students should predict the results, prior to conducting the experiments.
Students will draw one ring of one marker color all the way around one sidewalk chalk stick, but above the water level. Repeat for each color being tested.
Set each stick in a cup with a small amount of water.(Experiment with different water levels.) As the water creeps up the chalk, hits the marker line and continues to creep up, the component layers of color will become visible. The colors separate at different speeds and get “locked” into place as the absorbent chalk surface dries. (Note: Brown, violet and green markers work best. Interestingly, some new formulas of black do not divide into component colors. Compare formulas.)
DISCUSSION: Discuss students results compared to their previous and learned knowledge of color formulas (red + blue= purple, etc.) Ensure students learn correct formulas and have them recorded in their notes to use for their projects. Discuss color families.
ART PRODUCTION: Have students use their data to mix paint for an Albers Square based on a color family.
Grade Level: 4 & 5
Length: Two-45 minute class periods
Theme Concept(s): Color- Certain color formulas can be reversed to show their original color components. Students will predict the results of chromatography (method to discover the colors that make up each color/marker by breaking them down) and then conduct a series of color splitting experiments, vary conditions, record results and compare to their predictions.
Aesthetics, Art Criticism, Art History: Josef Albers is an artist who focused on the effects of color choice. Homage to the Square. Do you think this is art? Why or why not? What shapes do you see? What colors do you see? How are these colors similar/different? How do they make you feel? Albers, Rothko, Ellsworth.
Art Production Concept(s): Color families: complimentary, analogous, monochromatic, primary, secondary, tertiary, warm & cool.
Teaching Strategies: Introduction/Stimulation, Demonstration, Discussion, Art Production.
Creative & Critical Behaviors Students Enhance: Decision making skill will be enhanced. Students will have to decide variables. Students will understand scientific process (observe, hypothesize, experiment, record). Students will be able to breakdown colors and begin to understand using color as a symbol (linking an emotion to color).
NJCCCS (one visual arts and one non-arts):
Visual Arts- 1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
Science- 5.1.4.B.3 Formulate explanations from evidence.
Materials: White sidewalk chalk, markers (original and washable), cups & water, paper, scissors and paint.
INTRODUCTION: Begin class by asking students to take a minute and think about how they feel today. Ask them to describe how they feel using a color.
Art History, Aesthetics, Art Criticism: Josef Albers is an artist who focused on the effects of color choice. Homage to the Square. Do you think this is art? Why or why not? What shapes do you see? What colors do you see? How are these colors similar/different? How do they make you feel? Albers, Rothko, Ellsworth.
DEMONSTRATION: Teacher will first do demo then students will follow instructions.
Group students into cooperative learning teams, each to experiment with different amounts of time, different amounts of water, different colors and different marker formulas (washable versus non-washable formulas). Have each team record the conditions of their experiment and compare the results.
Each team will brainstorm the variations they want to test/compare and gather those supplies.
Students should predict the results, prior to conducting the experiments.
Students will draw one ring of one marker color all the way around one sidewalk chalk stick, but above the water level. Repeat for each color being tested.
Set each stick in a cup with a small amount of water.(Experiment with different water levels.) As the water creeps up the chalk, hits the marker line and continues to creep up, the component layers of color will become visible. The colors separate at different speeds and get “locked” into place as the absorbent chalk surface dries. (Note: Brown, violet and green markers work best. Interestingly, some new formulas of black do not divide into component colors. Compare formulas.)
DISCUSSION: Discuss students results compared to their previous and learned knowledge of color formulas (red + blue= purple, etc.) Ensure students learn correct formulas and have them recorded in their notes to use for their projects. Discuss color families.
ART PRODUCTION: Have students use their data to mix paint for an Albers Square based on a color family.
Mark Rothko, Blue Orange Red
Kelly Ellsworth, Red Yellow Blue
Josef Albers, Homage to the Square