Visual Problem:
Students will develop a series of five geometric designs. Water color will be the media used to develop the images in primary, secondary, complimentary, split complimentary, and analogous color. This color knowledge will be used in a second project in cut paper, applying this new understanding in a different media.

Materials:

Part 1
newsprint 12" X 18" white vellum 6" X 18" and 12" X 18" Portfolio Series water color plastic triangles, templates ( circles, squares, ovals) metal straightedges

Part 2
12" X 18" Spectra fade-less color paper (20 various colors) exacto knives Startup Discussion: Refer to a color wheel so that the class understands the relationship of one color to another.

Introduce primaries, secondaries, and intermixes (such as: blue-violet; red-orange; yellow-green). Explain that mixing paint provides the complete range of color shown on the wheel.

Also explain that light and its perception are different from what can be done with paint. For example, the color white is the presence of all light and black is the absence of all light. However, mixing all paint colors together would produce a mud color.

Process:
Part 1 -- Mixing color Have students divide a 12" X 18" sheet of newsprint paper into 6" squares, either by folding the paper or using a ruler. This sheet will be used to develop a series of six to twelve geometric designs (front and back). Students will develop a number of preliminary sketches in order to pick the ones with the most visual interest. Plastic triangles, circles, square templates, and rulers are provided for this process. Students understand that a strong design maintains interest that is within the overall compositional space, which in this case is a six-inch square. Tell students to avoid a focus directly in the middle of the square or accenting the four corners, since this will create a static visual design. Ask them to think how they can use geometric shapes to maintain the interest of the viewer.

After selecting four designs, students are given a 6" X 18" strip of white vellum paper that will then be divided into four 6" squares. Students should use pencil for the dividing lines, and not fold the paper. Using light pencil, they should then draw in their choice of the best four designs from the newsprint paper.

Students begin with the primary colors in the first square using water color. Since no mixing is needed, they should concentrate on painting technique. Explain that varying the density of the media creates visual interest. Encourage them to change the density of the water color media by varying the water quantity and paint within each shape. Also stress that water color is intended to be transparent or translucent and is not to be applied opaquely. While painting, students should alternate shapes to provide some drying time, to avoid primary colors accidentally mixing into secondary colors.

The next three squares require mixing. For the second square, students mix to create secondary colors only. Even though the water color box provides secondary color, students must use the paint lid to mix 50% of one color and 50% of another to create that secondary color. Emphasize that the painting be done carefully, as well as reminding them to change the density of the media as it is applied.

The third square is for complimentary colors, which are opposites on the color wheel. Students pick one or two sets of compliments in which to work. The fourth square is for split complimentary colors. Students select any color on the wheel, find its opposite, and then use the colors they find on either side. An example: By selecting yellow, the students find its compliment, which is violet. The color to the left of violet is red-violet and to the right is blue-violet. The student would then use yellow, red-violet, and blue-violet to develop the fourth square.

After finishing the four small squares, students are given a 12" x 18" newsprint to develop one larger design. The design could be a takeoff of one of the four small squares, or a completely new image. When students are satisfied with their new designs, they will lightly redraw their composition onto a sheet of white vellum the same size, and develop the image in analogous color only. Explain that analogous color is color that is similar, and sequentially ordered on the color wheel such as blue-green, blue, blue-violet, etc. The students select the color range and develop the entire composition using only those colors.

Students use fine line markers to define the finished water color image. This helps to define and sharpen the finished design.

Part II :
Image to apply their color understanding students select a single subject and create a line drawing of that subject on 12" X 18" newsprint. Students are encouraged work from life or a photograph of the subject, not copy someone else's drawing or cartoon. Subjects that can be easily divided up into shapes were suggested.

12" x 18" sheets of ink-coated fade-resistant art paper is provided, which is both strong and easy to cut. Students will then select three color areas in which to work: primary, secondary, split complimentary, and analogous, plus the option of using neutral (black, white, brown). Complimentary colors are not an option because they include only two colors. After making their color selection, students then decide the order in which the color is used for their chosen subject.

Students draw or trace their subject drawing on the back of the fadeless paper so that no pencil lines appear on the front. Tell students to first make a decision regarding the order of the three colors. Exacto knives are then provided for students to cut shapes in relationship to their subject. Students will be removing shapes from the first layer to allow the second color to be seen, and will remove shapes from the second sheet to show the bottom layer of color. The desired goal is a balance of the three colors. When the image is finished, a small amount of rubber cement is used in the four corners to secure it, as well as any areas of the composition that appear to need securing.

During the process, the students were shown the work of French artist Henry Matisse to broaden their understanding of how he artistically applied cut paper in the later part of his life. Also, examples of German cut paper folk art were shown since that process is closer to what the students were experiencing with this project. This is called "scherenschnitte" and is also created by the removal of paper shapes.

Student Choices:
overall design color selection subject and color selection in Part 2

Evaluation:
Ask students to reflect on the process and critique the use of mixed color, water color application, use of varied density in media, and overall clean presentation. Ask students: "What are your insights about color through this experience?" "How can you see this knowledge applied to your future work?"

Time:
2 classes to introduce, show examples, and develop four designs in newsprint 6 classes in color mixing for the four designs 4 classes to design and develop the 12" X 18" analogous color design 6 classes to develop three color cut paper project (46 min. periods) Observations and Results:

The white vellum paper provided was less desirable than a good color paper. This was a cost-effective decision, yet water color paper would have produced far better results. When mistakes are made in the painting process the student need only to redo the one 6-inch square that is flawed. This 6-inch replacement square can be taped into place when dry. The challenge in Part 3 is to understand that this is a removing process, not a cutting and pasting process. Layers of shapes are thoughtfully cut out to reveal the next chosen shape. This was very difficult for some students to grasp in the beginning of the process, even though examples were shared.

The results showed varied solutions to the two visual problems based on the individual designs and use of media. The mixed color showed student progress in their ability to use and increase technical skills in the watercolor media. The cut paper images were both bold and eye catching.

Conclusion:
Through this process students were given a basic understanding of color and its relationships, mixing, and application. Students increased their knowledge of how color can be seen, varied, and applied. This will have a positive effect on their future work.