Colour and Design

Overview

In this art lesson, students explore primary and secondary colours, practise colour mixing, and use colour intentionally in their own design. They will create a painting-and-drawing composition that demonstrates clear design choices using colour theory.

Learning intentions

WALT:

• identify primary and secondary colours and explain what they look like.
• use colour mixing to make secondary colours from primary colours.
• describe how colour choices affect mood and emphasis in a design.
• plan and create a simple design using colour theory.

Success criteria

I can…

• name primary and secondary colours accurately.
• mix paints to make at least two secondary colours and use them in my work.
• choose colours for a purpose (e.g. contrast, balance, emphasis) and explain my choices.
• show planning in my drawing before adding colour.

Curriculum links

• Te Mātaiaho (NZ Curriculum) — Art and design: using visual language and developing ideas through making.
• Te Mātaiaho — Art and design: exploring colour, pattern, and form to communicate meaning.
• Key competencies: managing self (staying on task), relating to others (sharing materials and feedback), thinking (making colour decisions), using language, symbols and texts (talking about colour and showing choices).

Lesson structure (60 minutes)

1. 0–5 min · Hook (see examples). Teacher shows the introduction slides and asks: “How could the same shape look different using different colours?” Students do a quick think-write: one colour they associate with “calm” and one with “excited”.

2. 5–12 min · Mini teach: primary vs secondary. Teacher uses the introduction slides to introduce primary colours (red, yellow, blue) and secondary colours (orange, green, purple) and demonstrates with a colour wheel diagram. Students repeat key terms and point to examples on the slide when the teacher says a colour name.

3. 12–22 min · Paint mixing practice (stations). Teacher sets up mixing areas with clean water jars and labels on paint trays; shows mixing steps again on the introduction slides (two-step process: clean brush → test dab → mix → test swatch). Students in pairs mix to make secondary colours and record results by colouring small swatches on the colour mixing and design worksheet.

4. 22–28 min · Check and discuss: colour in design. Teacher returns to the introduction slides for a short gallery prompt: “Which colours stand out? Which colours blend? How does contrast help your eye move?” Students share one observation with a partner, using sentence stems from the slide.

5. 28–40 min · Design planning sketch. Teacher distributes the colour mixing and design worksheet and explains the task on the introduction slides: create a design using a simple theme (e.g. “ocean”, “garden”, “space”, or “rainforest”) with a clear focal area using colour choice. Students complete the planning box: rough sketch first, then colour plan (which secondary colours + one primary used for emphasis).

6. 40–54 min · Create (drawing + painting). Teacher demonstrates how to keep lines crisp, then paint in planned areas; reminds students to use swatches from mixing practice. Students create their final design: use drawing first for shapes, then paint the planned sections with at least two secondary colours, adding a small accent colour for emphasis.

7. 54–60 min · Plenary: colour choice talk + quick exit reflection. Teacher brings students back to the introduction slides and runs a structured share: “Show your focal area. What secondary colours did you use? What colour contrast did you choose and why?” Students submit a 1-sentence reflection on the colour mixing and design worksheet: “I chose colours to…”

Resources

• the introduction slides
• the colour mixing and design worksheet
• paint sets (red, yellow, blue) and mixing palettes/paper plates
• water cups, paper towels, and brushes for each group/pair
• scrap paper for testing swatches
• colour wheel reference (optional, on slide only if preferred)
• aprons or old shirts
• markers/coloured pencils for drawing planning (if paints dry slowly)
• bins for tidy-up and brush cleaning stations

Assessment

• During mixing: teacher checks accurate use of colour terms and safe brush cleaning; listens for explanations of what colours create what.
• During planning and making: teacher reviews sketches for clear focal area and evidence of deliberate colour choices.
• Exit reflection (from the colour mixing and design worksheet): checks whether students can name secondary colours used and explain a colour purpose.

Differentiation

• Support: provide sentence starters on the worksheet (e.g. “I used ___ and ___ to make ___.” “I made the focal area stand out using ___ because…”).
• Support: offer a colour mixing checklist for students who need structure (clean brush → mix → test swatch → paint planned area).
• Extension: students add one pattern or repeating shape and explain how the colour repetition supports the design.
• EAL/SEN: allow students to label colours with words or icons; teacher models one example design choice and encourages matching their own theme choice.