On our first day at Shissler Recreation Center, the students completed a “test” about the color wheel. Each student got a handout with two color wheels (we folded them in half so they only did one side at a time) and red, orange, yellow, green, blue, and purple colored pencils to share with their peers. Without much instruction, we asked the students to color the first color wheel. After they were done, I led a discussion on color wheel (what it is, why artists use it, and primary colors) and what it looks like. The students were then given another chance to color in the wheel and this time encouraged to practice coloring it the way they just learned.
The objective of the assignment was not only for them to make connections from the first wheel they colored to how they would color their second, but for me to see how affective I was during my discussion and if the students were able to learn from it. I had one student come up to me and show me how she noticed that in her first color wheel, she had used all the colors except orange and made sure to include orange in her second wheel! When the students were finished, they each received a folder to store their artworks from the semester in, and free drew on their covers.
Project Title: Color Wheel Worksheet
Description: Students will form connections from a drawing they did to a drawing they will create using their newfound knowledge of the color wheel
Author: Molly Foster
Grade level or Target Age Range: Elementary Level, ages 4+
Historical Art Examples or References: Images of color wheels, primary and secondary colors
Vocabulary: Color, color wheel, primary colors, secondary colors
Materials: Color Wheel Handouts printed and folded, crayons/markers/colored pencils (red, orange, yellow, green, blue, purple)
1. Draw the handout; draw two circles on a piece of paper, and divide each circle into six sections. Label the circles 1. and 2. and label a place for the students to write their names. Make copies of the handouts for each student, and fold in half so only circle 1 is visible.
2. Students will be handed their worksheets and asked to write their names on the front.
3. Next, students will be instructed to color in the first color wheel the way they see fit.
4. When the students are finished, hold a discussion on color wheels. Topics include a discussion on primary and secondary colors, why color wheels are important, why artists use them etc. An examples of a color wheel is not necessary but will be helpful.
5. Lastly, ask students to look at their first color wheels, think about what they just learned, and to color in their second color wheel.
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