Activity 5: Colour Our World
Overview
A diagnostic assessment gauges the students' familiarity with colour theory. Students refresh their understanding of the power of colour in creating emotions and atmospheres in artwork. Students review and reinforce their understanding of primary, secondary, tertiary, complementary, warm, and cool colours. Students work independently on a learning object with embedded assessment.
ExpectationsOverall Expectations:
THV.01 - explain the elements and principles of media arts as they apply to their own work and the work of others; CRV.01 - use the concepts of media art in their own work; CRV.02 - demonstrate skills in manipulating traditional art tools related to media art (e.g., camera, video camera, photocopier, tape recorder); CRV.03 - demonstrate skills in manipulating new and emergent digital technologies used in creating media art (e.g., digital camera, scanner, digital recorder, computer). Specific Expectations: TH1.01 - identify and describe the use of elements and principles of media arts in selected works and productions; TH1.02 - identify and describe elements and principles borrowed from traditional art disciplines as found in media art; TH1.03 - recognize and use vocabulary specific to media art; CR2.03 - use appropriately the tools and equipment of traditional art forms related to media art; CR2.04 - use appropriately a variety of the techniques and materials of new and emergent technologies. |
ContentSince the beginning of humanity, there has been a need to express one’s emotions. From the Lascaux cave drawings to the floating fields of paint in a Rothko painting, artists have known that colour enhances emotions and creates powerful atmosphere in artworks. In this activity, you will explore the importance of colour to the media arts, and learn how it can help you as an artist when creating media artwork.
Did You KnowColour is light. When a beam of white light is diffused by means of a crystal prism, a spectrum of the entire range of pure colours is made visible. Every colour we normally see is light which has either been reflected from or transmitted by a colourant, such as a pigment or dye.
Pop art was a visual artistic movement that emerged in the early 1950’s in Britain, and in parallel in the late 1950's in the United States. Characterized by themes and techniques drawn from popular mass culture, such as advertising and comic books, pop art is widely interpreted as either a reaction to the then-dominant ideas of abstract expressionism or an expansion upon them. REVIEWThe Colour Wheel
The colour wheel is made up of primary, secondary and tertiary colours. Hues of colour are created by mixing primary colours. Primary Colours
In painting, the colours blue, red, and yellow cannot be made from mixtures of other colours. White and black are not primary colours. White is not a colour; it results when all frequencies of light are reflected from a surface. Black results from a surface absorbing all the colours of the spectrum. Secondary Colours
The combination of any two (equal amounts) primary colours results in the creation of a secondary colour. Yellow and red create orange. Yellow and blue create green. Blue and red create violet. Complementary Colours
One of a pair of colours usually considered to be in extreme contrast to each other. Red and green, yellow and violet, and blue and orange are pairs of complementaries. Cool and Warm Colours
One of a pair of colours usually considered to be in extreme contrast to each other. COOL COLOURS
Any colour that suggests something cold, normally blues and greens. Any hue can be made cooler by adding white. WARM COLOURS
Any colour that suggests something warm, normally reds, yellows, and oranges. Darkening a hue tends to make it warmer. You can now work on the Assignment |