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Clothing Color Wheel

Life Skills:

  • Thinking & Reasoning
  • Communication

Time Frame:
1 class period that runs 70 minutes.

Group Size:
Individual


 

Summary:
This lesson will help students learn the primary, secondary, and tertiary colors. Students will also be expected to put the colors in the correct order and create a color wheel using some creativity.

Main Curriculum Tie:
Fashion Design Studio
Strand 2 Performance Objective #3

Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades. (*STEM: Math, Science)

Materials:
You will need the following materials to complete this lesson:

  • Colored pencils
  • Crayons
  • Magazines
  • Glue
  • Fabric scraps
  • Markers
  • Scissors
  • Clothing Color Wheel Project assignment sheet (one for each student)
  • Example of color wheels
  • Color Note Outline overhead

    Attachments

    Background For Teachers:
    Be familiar with all the information included on the Color Note outline. It may also be helpful if you create an example color wheel for the students to see.

    Student Prior Knowledge:
    Students should have a brief understanding of the primary and secondary colors.

    Intended Learning Outcomes:
    Once this lesson is complete, students should be able to identify the primary, secondary and tertiary colors. Students should also know the order in which these three categories of colors fit on the color wheel.

    Instructional Procedures:

    • Have students take notes from the note outline overhead as the teacher discusses the information.
    • Go over all the information on the note outline, making sure to answer questions as you go.
    • Hand out the Color Wheel Project assignment sheet.
    • Read over the directions as a class. Make the point that the students should be using clothing in some way to create this wheel--whether it's from magazines, sketches, or fabric samples. Whatever is chosen, it must be obvious that clothing was used.
    • Stress the importance of creativity on the outcome of this assignment. It is ranked as high (point values), having all the primary, secondary, and tertiary colors included.
    • Show examples of correct and creative wheels.
    • Give students the remainder of the class period to complete the assignment.

      Strategies For Diverse Learners:
      All students need to complete this color wheel with all three categories of colors represented correctly. If struggling students need assistance, scale the assignment down a bit by asking them only to color a color wheel outline with their colored pencils, following the labeled sections.

      Extensions:
      Once you have corrected and returned the completed color wheels, discuss the fact that the warm colors are on one side of the color wheel and the cool colors are on the other. Have students label each of the colors WARM or COOL according to their location.
      When this discussion is over, have students write their names on the center back of their creations and then cut them out. Once they are cut out with their names on the back, have them hang their creations on a bulletin board. A basic Color label on the board should be sufficient. The students get to display their work as well as observe the work of others in the classes.

      Assessment Plan:
      Use the rubric that is included on the assignment sheet to score the color wheels.

      Bibliography:
      USOE Curriculum Guide

      Author:
      Utah LessonPlans

      Created Date :
      Jun 23 2005 10:42 AM

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