Lesson Overview:

Early elementary students will learn about primary colors and secondary colors. They will experiment with mixing primary colors, then demonstrate their understanding using simple equations and creative movement and dramatization.

Length of Lesson:

Two 45-minute class periods

Notes:

This lesson is particularly suitable for grades K-2.

Instructional Objectives:

Students will:

• identify the three primary and three secondary colors.
• identify and experiment with primary colors to create secondary colors.
• demonstrate understanding of primary and secondary colors by acting in a drama.
• engage in an elementary knowledge of equations.

Supplies:

• Red, yellow, blue tempera paint
• Brushes
• Paper plates
• Bowl/cups w/water for ringing brushes
• Color wheel chart
• Smocks
• Party hats covered in construction paper

1. Two hats each in red, yellow, and blue
2. One hat each in green, orange, and violet
3. One party hat covered in a brown "mud" color

• Construction paper "necklaces" (a piece of construction paper tied to a string)

1. One necklace each in orange, green, and violet
2. Two necklaces each in red, yellow, blue, and brown ("mud") color

• Three pieces (six total) of 8 x 12 poster board each with the plus sign ("+") or the equal sign ("=") written on them

Instructional Plan:

(Note: Prior to the lesson, prepare a poster board in which you have made the following color formulas with dabs of paint: red + yellow = orange; red + blue = purple; yellow + blue = green. You will need to use this poster during the lesson.)

(Teacher Note: You should familiarize yourself with the basic principles of color mixing, and usage of primary and secondary colors.)

Day 1

As students come in, ask table helpers to assist you in giving each student a paint smock. Have students sit in groups of four. After students are seated, write the word, "MUD" on the board. Ask students if they can read it, or read aloud the word with the class. Ask students if they know what mud is. Ask students rhetorically "Why would I write the word mud on the board in art class? Remember this word and let's see if we can find out."

Give each student a small paintbrush. Ask them to hold up their brush, as you hold out yours. Ask them "What is the best way to use this brush?" Model gently wiping the brush back and forth and ask students to do the same across their hand. Model gently dabbing the brush on your hand, and ask them to do the same. Remind students to store the brushes bristle side up - tell them to pretend it is a person's hair that must be kept nice. Have students repeat back to you how the brush should be stored.

Give each table (four students per table) a palette of paint with a small dab of red, yellow and blue. Give each student a blank paper plate on which to do their mixing. Instruct students not to touch either the palette or the blank paper. Tell students that you will give them step-by-step instructions, and that they should listen carefully.

Have students gently dip their brush in the red, then gently dab it onto their clean paper plate. Have them rinse their brushes, dip into the yellow paint, then rub it on top of the red on their clean plate. (Walk around the room and check for understanding of the directions thus far.) Most of the students will exclaim, "I made orange!" Ask students to tell you what colors they used to make orange. Write these colors on the board as an equation on the board: "Red + Yellow = Orange" Ask the students to rinse their brushes, then continue with this process. First, dab into the red, dab into the blue, and mix them onto your plate. Then, write the equation "Red + Blue = Purple. Use this same process for Blue + Yellow = Green. Have students follow you exactly as you give them directions, asking them to restate which colors were used to make the third color. Display the poster board (made prior to the lesson) with the color equations. Have students recite the equations with you.

Display the color wheel chart. Explain that all the colors on the chart can be made from just the first three colors they used - red, yellow, and blue. Remind students that they used two colors to make a new color. Point to each color and count the number of colors (6 total). Next, have students dip their brush into the red, rub it on their plate, dip the brush into the yellow, rub it on top of the red, then dip the brush into the blue and rub it on top of that. Ask students what color they made. Some students will say brown. Point to the word "mud" on the board, and ask them if they remember the discussion at the beginning of the lesson. Explain to students that they have made "mud" because they tried to mix all three primary colors together, which makes a brown or grey color. Only two primary colors can be mixed to make another color. If we mix more than two, then we get "mud."

Explain to students that red, yellow, and blue are called primary colors and that orange, green, and purple are called secondary colors. Write the words "primary" and "secondary" on the board. Have students recite with you again the color "formulas" red + blue = purple, etc. Ask students "How do we make green?" and other questions about color formulas. Have students dispose their paper plates and remove their smocks.

Day 2

Pick student volunteers, then explain that all students will have a turn for this activity. Give each student volunteer a color hat and matching necklace (including the "mud" color). (Note: The necklaces are to help students easily remember what color they are without needing to check their hat.) Distribute plus signs and equals signs. Refer to the formulas on the board. Ask students to remember what color they are. Ask students, "How do I make purple?" Students should come forward and stand in the correct order to create the color equation. You may wish to assist students, but also allow the students to assist each other. If they do not create the correct color equation, ask the class, "Is this right?" Repeat this process several times, making all three secondary colors. Give hats and necklaces to new students to allow everyone to have a turn. With older students, you can just call out a secondary color, like "Orange!" and the students will come up and make the formula.

Ask students to make the formula yellow + blue + red = ? Ask them if they remember what happens. Guide them to the correct answer - the "mud" color. Reinforce the concept later by calling out "Mud!" and have students make the equation. Collect hats and necklaces. Allow at least 20 minutes to do this activity.

Review and Closure

Ask students how to make the three secondary colors. Have colored markers at the board in red, yellow, blue, green, orange and purple, or if you have a chalkboard, put up a large white paper with crayons in red, yellow, blue, orange, green, and purple. Ask student volunteers to come up and create the color formulas with the markers or crayons, using plus and equals.

Have students use the Mixing Colors interactive to review and develop their understanding of primary and secondary colors.

Assessment:

Use the Assessment Rubric to evaluate students' progress and understanding.

Extensions:

Students can add together the number of colors on the color wheel. Teacher can make colored paper wedges and tack them to the board. Students can practice adding and subtracting the amounts of colors.

Students can also glue down colored tissue paper bits onto a pre-made six color wheel outline, in which each wedge has been labeled R,Y,B,G,O,P (or violet)

Authors:

• Barbara Gardner, Graduate Student
  University of Houston
  Houston, TX