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].)
GLOSSARY OF COLOR TERMS
TAKEN FROM
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