Creating a Colour Wheel

Unit Context

This is Lesson 6 of 20 in the unit "Exploring Art through Picasso" for Year 7 Visual Arts students. The focus is on applying colour theory by creating a colour wheel that includes contrasting and harmonious colours.

Curriculum Links

Aligned to the Western Australian Curriculum for Years 7 and 8 Visual Arts, specifically:

• Content Description: Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning - Learning Outcome: Apply knowledge of visual arts elements, particularly colour theory, to plan and create artworks communicating ideas and meanings - Elaboration of Colour Theory: Exploring harmonious and contrasting colour palettes and using these understandings in compositions (AC9AVA8D02_E5)

Learning Intentions (WALT)

We Are Learning To:

• Understand and apply colour theory by creating a colour wheel consisting of primary, secondary, and tertiary colours.
• Identify and demonstrate the use of contrasting and harmonious colours.

Success Criteria

Students will:

• Complete a colour wheel showing correct placement of primary, secondary and tertiary colours.
• Explain which colours are contrasting and which are harmonious.
• Use appropriate art materials confidently to blend and apply paint or colouring mediums accurately.

Duration

50 minutes

Class Size

20 students

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Lesson Outline

1. Introduction (8 minutes)

• Quick recap of previous lessons on Picasso’s use of colour and basic colour theory.
• Discuss the colour wheel as a tool artists use to organise and understand colours.
• Introduce terms: primary colours (red, yellow, blue), secondary colours (green, orange, purple), and tertiary colours.
• Briefly define contrasting (opposite on wheel) and harmonious colours (adjacent on wheel).

2. Demonstration (7 minutes)

• Teacher models how to create a colour wheel on a blank circle template or white paper.
• Show blending techniques or colour application using paint, coloured pencils, or markers.
• Highlight how to identify and connect harmonious and contrasting colours on the wheel.

3. Main Activity - Colour Wheel Creation (25 minutes)

• Distribute materials: pencils, paint sets or coloured pencils, brushes, and templates.
• Students create their own colour wheels, mixing colours where appropriate.
• For students who find fine motor tasks or mixing difficult, provide pre-printed colour wheel templates to colour in, ensuring engagement and success.
• Circulate to offer support, encourage experimentation with blending, and prompt students to verbalise their observations of contrasts and harmony on their wheel.

4. Reflection and Sharing (7 minutes)

• Students pair up to explain their colour wheel to each other describing contrasting and harmonious colours.
• Select 2-3 students to share with the class.
• Recap the importance of colour theory and how Picasso used colour contrasts and harmony to create impact in his paintings.

5. Extension/Homework (3 minutes)

• Encourage advanced learners to experiment with creating small compositions inspired by Picasso’s style using their colour wheel as a guide.
• Challenge students to identify contrasting and harmonious colours in artworks around them or in digital images and bring examples for the next class.

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Resources Needed

• Colour wheel templates (blank and pre-printed)
• Paints, brushes, palettes or coloured pencils/markers
• Water cups, smocks or aprons
• Paper towels or cloths for clean-up
• Examples of Picasso’s artworks showing bold use of colour contrasts and harmony

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Differentiation Strategies

• Pre-printed templates: For students with fine motor challenges or those who need support recognising colour areas.
• Dyslexia-friendly instructions: Use clear, simple language with visual cues and step-by-step illustrations. Display instructions visually and verbally.
• Peer support: Pair students strategically for peer assistance.
• Multi-sensory learning: Encourage students to say colour names out loud as they paint; use coloured flashcards to reinforce colour names.
• Reflection prompts: Provide sentence starters or visual prompts to help formulate reflections, such as “The colours red and green contrast because…”, or “Blue and purple are harmonious because…”

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Assessment and Feedback

Formative:

• Observe students’ ability to correctly place and mix colours on the colour wheel.
• Listen for correct use of terminology during pair discussions.
• Use questioning to assess understanding of contrasting and harmonious colours.

Summative:

• Completed colour wheel submitted in student portfolios.
• Optional written or oral explanation of their colour choices to assess conceptual understanding.

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This lesson thoughtfully builds technical skills and conceptual knowledge in line with the Western Australian Curriculum for Visual Arts, integrating hands-on practical work, reflection, and differentiated support to meet diverse learners’ needs.

Teachers are encouraged to foster curiosity with colour and connect how these skills relate to Picasso’s innovative use of colour in art. This approach nurtures both creative confidence and critical art literacy in young adolescents.