STUDY OF SINGLE CHROMAS AND THEIR SEQUENCES. Two Years.

[ FIFTH GRADE LESSONS.]

1.	Review sequences of hue and value. Find them on the color sphere.Name, match, imitate, write, and arrange them by hue and value.
2.	Teach use of term CHROMA.	Compare three chromas with three values of red. Name them WEAK, MIDDLE, and STRONGchromas. Find in nature and art.
3.	Three chromas of RED.	Compare with three of blue-green.
4.		Show COLOR TREE. Suggestunequal chroma of hues.
5.	„ YELLOW.	Compare with three chromas of purple-blue.
6.	„ GREEN	„ „ red-purple.
7.	„ BLUE.	„ „ yellow-red.
8.	„ PURPLE.	„ „ green-yellow.
9.	Arrange five middle hues in circle, described as on the surface ofthe Color Sphere (middle chroma), with weaker chromas inside, andstronger chromas outside, the sphere.
10.	Review,—to find these sequences of chroma in nature and art.

Aim.—To recognize sequences combining three chromas, middle value, and ten hues.
To name, match, imitate, and arrange them.

[ SIXTH GRADE LESSONS.]

1.	Review sequences combining three chromas, five hues, and middlevalue. Find on Color Tree, name, match, imitate, and arrange them.
2.	Three chromas of LIGHTER and DARKERRED.	Compare with middle red.
3.	Write „ „ „ „	as a fraction, chroma under value, using 3, 5, and 7. ThusR⁵/₇.
4.	Find „ „ RED, and compare with darker blue-green.
5.	Three chromas of LIGHTER and DARKERYELLOW, with purple-blue.
6.	„ „ „ „ GREEN, „red-purple.
7.	„ „ „ „ BLUE, „yellow-red.
8.	„ „ „ „ PURPLE, „green-yellow.
9.	Colors in nature and art, defined by hue, value, and chroma. Named,matched, imitated, written, and arranged by Color Sphere andTree.
10.	Review,—to find sequences combining three chromas, five values,and ten hues.

Aim.—To recognize sequences of chroma, as separate from sequences of hue or sequences of value.
To name, match, write, imitate, and arrange colors in terms of their hue, value, and chroma.

COLOR EXPRESSION IN TERMS OF THE HUES, VALUES,
AND CHROMAS.

[ SEVENTH GRADE LESSONS.]

1.	Review sequences of hue (initial), value (upper numeral), &chroma (lower numeral).
2.	„ „ „ „
3.	Exercises in expressing colors of natural objects by the NOTATION, and tracing their relation by thespherical solid.
4.
5.	Reds in Nature and Art, imitated,written, and traced „
6.	Yellows„ „ „ „
7.	Greens „ „ „ „
8.	Blues „ „ „ „
9.	Purples „ „ „ „
10.	One color pair selected, defined,and arranged for design. (See note 4th Grade.)

Aim.—To define any color by its hue, value, and chroma.
To imitate with pigments and write it.

[ EIGHTH GRADE LESSONS.]

1.	Review sequences, and select colors which balance. Illustrate theterm.
2.	Balance of light and dark,—weakand strong,—hot and cold colors.
3.	Red	and blue-green balanced in hue, value, and chroma, with EQUAL AREAS.
4.	Yellow	„ purple-blue „ „
5.	Green	„ red-purple „ „
6.	Blue	„ yellow-red „ „
7.	Purple	„ green-yellow „ „
8.	Unequal areas of the above pairs,balanced by compensating qualities of hue, value, and chroma. Examplesfrom nature and art.
9.
10.	One color pair of unequal areasselected, defined, and used in design.

Aim.—To BALANCE colors by area, hue, value, and chroma.
To imitate with pigments and write the balance by the notation.

[ NINTH GRADE LESSONS.]

1.	Review balance of color pairs, by area, hue, value, and chroma.
2.	To recognize, name, imitate, write, and record them.
3.	Selection of two colors to balance a given RED.
4.	„ „ „„ YELLOW.
5.	„ „ „„ GREEN.
6.	„ „ „„ BLUE.
7.	„ „ „„ PURPLE.
8–10.	Triad of color, selected, balanced, written, and used in design.

Aim.—To recognize triple balance of color, and express it in terms of area, hue, value, and chroma. Also to use it in design.

[35.] The term MIDDLE, as used in this course of color study, is understood to mean only the five principal hues which stand midway in the scales of VALUE and CHROMA. Strictly speaking, their five intermediates are also midway of the scales; but they are obtained by mixture of the five principal hues, as shown in their names, and are of secondary importance.

Footnote 35 is referenced five times in the first two years’ lessons.

[36.] These ten lessons in this and succeeding grades are devoted to color perception only. Their application to design is a part of the general course in drawing, and will be so considered in the succeeding grades. Note that, although thus far nothing has been said about complementary hues, the child has been led to associate them in opposite pairs by the color sphere. (See Chapter III., [p. 76].)