"What light do you see the world in? "
Materials required:
White 12" x 18" paper
Tempera paints
Paintbrushes (various sized) and paper plates (i.e. pallets)
Paper towels
Water bowls
Farm chick warming spot light fixtures
Black light light bulbs
Red light light bulbs
Dark classroom.
Computers that are Internet accessible
Netscape or Internet Explorer web browser
VCR / TV
Movie Bill Nye - color and light - Disney Educational Products
Videotape of assorted random commercials off of television
Allow approximately two weeks worth of class time for the project. Designate the first week to The art assignment will take four to five class periods. Use the last few days for presentations and class discussion.
Mastery Ideas:
1. Incorporate art with science.
2. Learn the six elements of light.
3. Learn about the wavelengths of color and how color perception is changed under different light sources.
4. Students will investigate the study of color and the perception of color. The students will then demonstrate what they learn through the production of art, writing about experiences and class discussion.
5. Creating and evaluation of own and peers artwork.
6. View and evaluation of other professional artwork.
Terms that you will need to understand:
Value - A property of a color distinguished as light or dark by the presence of white or its opposite.
Tone - Color quality, a gradation of color, either a tint or a shade.
Gradation - A series of gradual, successive stages; a passing by barely perceptible degrees from one tint or shade to another.
Tint - A pale or delicate variation of color; a gradation of a color made by adding white to it to lessen its saturation.
Shade - A darkened color made by mixing it with its opposite; gradation of darkness.
Variation - Something slightly different from another of the same type.
Hue - Color: all the hues of the rainbow.
Cool colors
Warm colors
Analogous colors
Initial Procedure:
Using the color wheel as a guide to talk about ways to select and organize colors in a painting and everyday life. I include descriptions and discussions of the difference between monochromatic color schemes as well as multi- color schemes. I had the students look through magazines to pick out these different ideas. We also watched taped television commercials to pick out and discuss the use of color in marketing. If I would have been thinking about it at the time I would have definitely had the students evaluate their own clothing and how color is a major factor in what is worn. Overall this approach worked really well in giving the student a sense of ownership in the discussion. It also lent well to the student understanding that what we were talking about how real worth in their lives.
Objective #1
Perceptions:
Perceptions, perceive, color wavelength
Assignment:
• Draw a heart shaped figure having a yellow border, green interior, and a small black dot in the on a double page size paper.
• Draw a black dot in the center of a plain double sized piece of paper.
• Students one by one are to stare at the colored heart for twenty seconds without blinking or refocusing.
• Immediately after looking at heart look at plain piece of white paper focusing on the black dot.
• Ask students what they see.
Questions: 
• What color is the interior of the heart? The boarders?
• What did you see when first looking at blank white paper?
• What were the colors as compared to the first heart you viewed?
• Why do you think the second heart was not the same as the first?
• What other aspect of life do our looking at colors play a role in?
• What kind of hypothesis would you make about the choice of colors in a movie?
• How about the choice of colors in a play or painting?
• Why do you think they might choose those colors?
Human Biology Wrap-up :
• Description of Retina and cones / rods in affect to color
• Steady exposure to any color tends to weaken the brains response.
• Red and green share a single brain interpretation center / response.
• Yellow and blue tend to stimulate two brain interpretation centers.
In this objective I found it to be not as challenging as the initial or subsequent objectives. The reason for this I believe was that it was designed much more like a regular science class and much more in my comfort zone. It was also I believe the most easy for me to assess student understanding and progress. In some ways that is a rewarding thing and in others I felt the other objectives allowed me to stretch and expand my teaching abilities.
Study and describe the composition of light. Describe how colors are formed.
In this objective I had students look at computer monitors. Then I described to them how white light can be formed by mixing red, green, and blue light. I when on to explain how color televisions and computer monitors produce tiny primary dots of color. When the correct amount of red, green and blue is displayed on the screen, it appears white. They were then instructed to use a web browser program to evaluate and produce colors on the computer monitor. I found this to be a challenge since some students had a strong computer background. It was rewarding to me to see student realize that color and painting does not always have to take place on paper with paint. I felt that this was a rewarding experience for the students and it allowed the students to broaden their understanding about color.
• This is the graphic that I used to explain how color is translated in html format on a computer.
Graphic from Graphics & color for dummies www.graphicalgifs.com
Computer with Netscape or Explorer web browser and monitor.
1. Open the browser on your computer.
2. Right-click on your browser and select View Source (a text editor program should open).
3. Type the code shown above into a new text file.
4. Save the new file as "color.htm".
5. Open the "color.htm" file with your browser, and observe and record the color that is displayed.
6. Repeat the experiment with the bgcolor="ffff00", and record the color displayed.
7. Repeat the experiment again with bgcolor="ffffff", and record the color.
Analysis and Results:
1. What colors of light are needed to make white light? Explain.
2. Predict what code numbers are needed to display black. Explain your prediction.
3. Given the fact that the color spectrum has red, orange, yellow, green, blue, indigo and violet, how would a computer make orange light? How would it make yellow? Explain.
Watch Bill Nye the science guy video on Color and Light.
• Discuss and review perception of light and electromagnetic spectrum.
• Discuss how color influences everyday purchases and human interaction.
My observations on this objective are that the student gained a further understanding about light and color. I find it interesting on how some feel that Bill Nye videos are not a strong teaching tool. Every time I show his videos the students are engaged and learn from his zaniness. Maybe I enjoy his antics because I also like to employ his teaching style in my own teaching style.
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Students were taken on January 21 st to Helena, Montana to view the state legislature in session. The purpose of this trip was to tour the capital buildings. In doing so my students were exposed to not only the legislature but the art and architectural history of our state. They were given tours of the State historical museum, which houses a large collection of Charlie Russell paintings and sculptures. I have enclosed student written art evaluations of this part of the tour.
Pre set up before lab given to students.
Darken the room so that there is no is no outside light entering the room. Place flood lamps around room so that when they are turned on the room will be illuminated with chosen light source. The initial painting should be done in white light. The second painting should be done in red light and the third should be done under black light. Be sure to have more floodlights than you initially think. This will help to create the desired mood.
Initially Student will be taught the six elements of light in terms of painting and art.
• Highlight - white tempera or lightened color shades.
• Light-tone - 30% of objects toward light- achieved by adding white to the color or lighter color tone.
• Half-tone - point where light changes to shadow - achieved by adding the color's compliment
• Base-tone - shadowed 30% of objects
• Reflected light - reflected from table
• Cast shadow - darkest part of painting
The Painting Lesson: 
Students will complete three paintings. One will be completed in natural white light. The second will be completed in a red light environment and the third will be done in a complete black light environment. You will have students that will complain about the lighting. It is my suggestion that the more sources of the desired light you have in the room the less agitated the students will be with this assignment. I found that students enjoyed this activity. It did help to have them think about their life form and imagine that they were on this distant planet. Imagination helps cure a lot of discipline problems in class.
Procedure:
1. Have each student gather a pallet (plate) with red, blue and yellow tempura paint and a paintbrush. They are also to tape a 12 X 18 white piece of paper to their desk. Darken the room and turn on the desired light source for students to paint under. Then have them complete the exercise according to the following instructions:
2. Instruct students that they are to paint their interpretation of the interplanetary creature. They are to keep in mind the attributes that they included in their planetary travel brochures earlier in class. They also should be reminded of how their organism would look in this "natural" worlds light.
• The first painting (typical white room light) will be to practice mixing different color values and showing different elements of light. It will also allow them a painting in which to make comparisons with their black and red light paintings.
3 With the second painting, students will be asked to use their knowledge to paint their organism in the new world of red light. Remind the students of points made about their first painting.
4. Repeat step three this time in a black light classroom setting.
Assessment:
Students were asked to give a 2 - 4 minute presentation on the paintings they painted. Paintings were used in their presentation to show the differences in perceived color choice and to explain difficulties or benefits of painting under these different light sources. The students were then asked to turn in a written essay on their experiences of painting under different light sources. The paper was graded according to grammar, references, and content. I graded presentation on preparation, audibility, and content. I graded paintings according to completion, neatness and accuracy in association to the students planetary travel brochure.
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Notes:
I have included some of the preliminary written statements about painting in the different environments. I did not include the travel procures because we are still using this medium in class.
I have also had students do an art review from that I had students do when the class traveled to the Montana State capital in Helena, Montana. The purpose of this trip was to view the legislature in session and experience some of the states art museums.