1

Curriculum Framework
2014 2015
Florida Department of Education
Curriculum Framework
Program Title:
Program Type:
Career Cluster:

Careers in Fashion and Interior Design and Career Planning

Orientation/Exploratory and Career Planning
Arts, A/V Technology and Communication

Secondary Middle School

Program Number

8209200

CIP Number

0404050108

Grade Level

6-8

Standard Length

Semester

Teacher Certification

FAM CON SC 1

CTSO

FCCLA

Facility Code

234
http://www.fldoe.org/edfacil/sref.as
p (State Requirements for
Educational Facilities)

Purpose
This course will assist students in making informed decisions regarding their future academic and occupational
goals and to provide information regarding careers in interior design and fashion design. The content includes
but is not limited to the development of leadership skills, communication skills, and employability skills;
resource management; exploration of design careers; working with textiles and elements of design; basic sewing
skills; clothing choices; technology in the design industry; and completion of projects related to fashion and
interior design.
This course is the same as Careers in Fashion and Interior Design, except that it has included the career and
education planning competencies.
Standards
After successfully completing this program, the student will be able to perform the following:
1.
2.
3.
4.
5.
6.
7.
8.

01.0
02.0
03.0
04.0
05.0
06.0
07.0
08.0

Demonstrate leadership skills.

Demonstrate employability skills as they relate to the design industry.
Demonstrate effective communication skills.
Analyze careers in the design industry.
Select and use tools and equipment.
Identify characteristics and care of textiles.
Explain the elements and principles of design.
Explain how environmental factors impact design.

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9. 09.0
10. 10.0
11. 11.0
12. 12.0
13. 13.0
14. 14.0
15. 15.0

Demonstrate basic sewing skills.

Analyze clothing choices.
Develop a project related to fashion.
Analyze interior design choices.
Develop a project related to interior design.
Utilize technology as it relates to the design industry.
Demonstrate the skills involved in effective resource management.

2014 2015
Florida Department of Education
Student Performance Standards
Course Title: Careers in Fashion and Interior Design and Career Planning
Course Number:
8209200
Course Length:
Semester
Course Description:
This course will assist students in making informed decisions regarding their future academic and occupational
goals and to provide information regarding careers in interior design and fashion design. The content includes
but is not limited to the development of leadership skills, communication skills, and employability skills;
resource management; exploration of design careers; working with textiles and elements of design; basic sewing
skills; clothing choices; technology in the design industry; and completion of projects related to fashion and
interior design.
CTE Standards and Benchmarks
1. 01.0

Demonstrate leadership skillsThe student will be able to:

1. 01.01 Identify roles and responsibilities of members of professional and community service
organizations, including career and technical student organizations.
2. 01.02 Work cooperatively as a group member to achieve organizational goals.
3. 01.03 Demonstrate leadership roles and organizational responsibilities.
4. 01.04 Identify and utilize the planning process.
5. 01.05 Develop a personal growth project.
2. 02.0 Demonstrate employability skills as they relate to the design industryThe student will
be able to:
3. 02.02 Identify personal talents and abilities that can contribute to positive self-esteem and
success in the work place.
4. 02.03 Practice teamwork skills.
5. 02.04 Practice employability skills.
6. 02.05 Practice positive work ethics and identify negative work ethics.
7. 02.06 Exhibit work expectations of an employer in the design industry.
8. 02.07 Apply math, reading, science, and critical thinking skills as they relate to the design
industry.
9. 03.0

Demonstrate effective communication skillsThe student will be able to:

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10. 03.02 Describe why communication is the basis for all relationships.
11. 03.03 Distinguish between non-assertive, assertive, and aggressive communication.
12. 03.04 Demonstrate communication skills that promote positive relationships in the work
place.
13. 03.05 Practice active listening skills.
14. 03.06 Utilize conflict resolution skills.
1. 04.0

Analyze careers in the design industryThe student will be able to:

2. 04.01 Describe careers in the design industry.

3. 04.02 Classify careers from entry level to professional level.
4. 04.03 Explore entrepreneurship opportunities in the design industry
5. 04.04 Research and present information on a design career to include roles and
responsibilities, employment opportunities and requirements for education and training.
6. 05.0

Select and use tools and equipmentThe student will be able to:

7. 05.01 Identify and select the appropriate tool for the assignment.
8. 05.02 Demonstrate the proper and safe use of tools and equipment.
9. 05.03 Practice care and maintenance of tools and equipment.
10. 06.0

Identify characteristics and care of textilesThe student will be able to:

11. 06.01 Identify a variety of fabrics through tactile activities.

12. 06.02 Compare and contrast natural and synthetic fabrics.
13. 06.03 Recognize types of fabric construction.
14. 06.04 Identify fabrics appropriate for various purposes.
15. 07.0

Explain the elements and principles of designThe student will be able to:

16. 07.01 Define and illustrate the elements of design.

17. 07.02 Create a color wheel.
18. 07.03 Recognize basic color schemes.
19. 07.04 Research the psychology of color.
20. 07.05 Define and illustrate the principles of design.
21. 08.0

Explain how environmental factors impact designThe student will be able to:

22. 08.01 Define green design.

23. 08.02 Research eco-friendly design products.
24. 08.03 Examine the positive and negative impact that a design product has on the
environment.
25. 08.04 Redesign an item into another useful product.
26. 09.0

Demonstrate basic sewing skillsThe student will be able to:

27. 09.01 Identify and give the purpose of sewing machine parts.
28. 09.02 Demonstrate math skills as they relate to sewing.
29. 09.03 Demonstrate the threading of the sewing machine.

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30. 09.04 Demonstrate straight stitching.
31. 09.05 Identify and demonstrate various stitch length and width selections.
32. 09.06 Interpret written instructions and construct a basic sewing project.
33. 10.0

Analyze clothing choicesThe student will be able to:

34. 10.01 Explain the impact of trends and social climates on fashion styles.
35. 10.02 Identify appropriate clothing styles for various events.
36. 10.03 Identify factors that impact clothing costs.
37. 10.04 Demonstrate the procedure for recording accurate body measurements.
38. 10.05 Analyze proper fit.
39. 11.0

Develop a project related to fashionThe student will be able to:

40. 11.01 Select materials and supplies for a fashion project.

41. 11.02 Calculate the costs of a given fashion project.
42. 11.03 Interpret written directions for constructing a fashion project.
43. 11.04 Apply math skills and construct a fashion project.
44. 12.0

Analyze interior design choicesThe student will be able to:

45. 12.01 Explain the impact of political and social climates on decorating styles.
46. 12.02 Identify characteristics of furnishing styles.
47. 12.03 Identify factors that impact furnishing choices.
48. 13.0

Develop a project related to interior designThe student will be able to:

49. 13.01 Apply the principals and elements of design in selecting an interior design project.
50. 13.02 Interpret written directions for assembling/constructing an interior design project.
51. 13.03 Apply math skills and construct an interior design project.
52. 14.0

Utilize technology as it relates to the design industryThe student will be able to:

53. 14.01 Identify technology utilized in the design industry.

54. 14.02 Analyze technology trends impacting the design industry.
55. 14.03 Utilize technology.
56. 15.0 Demonstrate the skills involved in effective resource managementThe student will be
able to:
57. 15.01 Identify steps of the decision-making process.
58. 15.02 Distinguish between a need and a want.
59. 15.03 Explain how values and goals affect decisions.
60. 15.04 Develop a budget and savings plan.
61. 15.05 Analyze the relationship between resources and attainment of lifestyle goals.
Listed below are the competencies that must be met to satisfy the requirements of (Section 1003.4156,
Florida Statutes)-- The student will be able to:
1. 16.0 Describe the influences that societal, economic, and technological changes have on
employment trends and future training.

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2. 17.0

Develop skills to locate, evaluate, and interpret career information.

3. 18.0

Identify and demonstrate processes for making short and long term goals.

4. 19.0 Demonstrate employability skills such as working in a group, problem-solving and

organizational skills.
5. 20.0 Understand the relationship between educational achievement and career
choices/postsecondary options.
6. 21.0

Identify a career cluster and related pathways that match career and education goals.

7. 22.0 Develop a career and education plan that includes short and long-term goals, high
school program of study, and postsecondary/career goals.
8. 23.0

Demonstrate knowledge of technology and its application in career fields/clusters.

Course Outline
Statement of Purpose:
Art I is an introductory course dealing with the elements and principles of design both theoretical and applied.
Art I is a foundation course for all fashion and interior design courses, and all art classes including graphic arts,
2-D, 3-D, painting, printmaking, and ceramics. Art I is the first course in the Careers in Fashion and Interior
Design and Career Planning program.
Course Goals:
After completing the course students will be able to:

 Define and illustrate the elements of design.

Create a color wheel.
Recognize basic color schemas.
Research the psychology of color.
Define and illustrate the principles of design.
Instructional Units:

The course will be developed around the following units of instruction:

Elements of design: line, shape, color, value, texture, form, and space.
Design Principles: balance, contrast, rhythm, pattern, movement/time, emphasis, and unity/variety.
Color theory
Method of Instruction:
The teaching method will include both lecture/discussions and demonstrations followed by assigned activities to
apply key skills and techniques. This class is an experienced-based studio class. You will learn from me
through lecture/discussions and demonstrations that model skills and techniques, and also from your classmates
as you watch them complete assignments and discuss objectives. In class we will generally work on projects
that can and should be completed within the class period. There will also be homework assignments in your
sketchbook/journal. We will have both formal and informal critiques on a regular basis. You will be expected
to offer helpful comments and insight for the work on view.
Evaluation System:
The course will be evaluated through written objective tests, graded skill projects, homework assignments, and
observation of participation. Written objective tests that include knowledge of vocabulary, principles, and
theories will be conducted once during each unit of study. Graded skill projects will be conducted after
assigned due dates. Homework assignments will be graded after assigned due dates. Participation will be
evaluated at the end of each class period.
Grading System:
Written tests are scored by forming a ratio of correct responses from possible correct responses. For example, a
student who correctly answered 75 out of 100 questions would score 75/100, or 75%, which equates to a C on
the letter grade scale.
Class assignments/projects will be scored using a rubric that includes a description of the criteria and a
numerical rating scale 1 (low) to 5 (high). The students final score is the total score divided into the total
possible score. Fore example, a student who scores a 60 out of a total possible score of 75 would score a 60/75,
or 0.8% = 80% would earn a letter grade of B. All work must be completed by the due date or your grade for
that project will be affected. Each day after the project is late a letter grade will be deducted.
Homework assignments and Participation will be scored using a rubric that includes a description of the criteria
and a numerical rating scale 1 (little effort) to 5 (outstanding effort) and then converted to a letter grade based
on the following scale.
Class assignments/skill projects
Written objective tests
Homework assignments

50%
20%
10%

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Participation
Total Score possible

20%
100%.

The following scale will be used to convert numerical scores (percentages) to letter grades:
A (100-90) Outstanding work and effort, and significant progress
B (89-80) Good work and extra effort has been demonstrated
C (79-70) Adequate work and effort has been demonstrated
D (69-50) Did not meet all requirements adequately, little effort shown
F (Below 50) Failure to complete assignment, no effort shown
Resource List:
Required Textbook: Launching the Imagination by Mary Stewart, 4th edition.
Recommended References: Internet web searches for inspiration and ideas
Tools and Supplies:
Graphite Pencils assortment of hardness
Erasers
Blending Stumps
Sharpener
Black Markers with a point and a flat head
Pens black
Charcoal sticks and pencils, vine and compressed
Colored Pencils
Paint Acrylic, Tempera, and/or Gouache
Chalk
Oil Pastels
Mixing containers or pallets
Illustration Boards, Bristol Boards
3 X 5 Index Cards
Tracing Paper
Glue
Scissors
Rulers
Water containers
Brushes assortment of sizes
9X12 Sketchbook
Other materials to be considered when necessary
Instructors Lesson Plan
Lesson Number and Title:
Elements of Design Lesson 1 Line Drawing Music, Moods, and Lines
Statement of Purpose:

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This lesson is the first in a sequence of 7 that make up the unit on elements of design. The purpose of this
lesson is to help students become proficient in the use of line within a design. This lesson will cover how a line
can influence the overall mood and expression of a work of art.
Instructional Objectives:
Students will learn to and about:

Draw different types of lines thin, thick, wavy, curly, scribble, short, long etc.
Relate lines to expressions of emotions, moods, and feelings.
Relate lines to expressions of emotions, moods, and feelings through music.
Interpret the overall mood and feeling of a work of art through examining different line
drawings/paintings.
Identify Vincent Van Goghs work.
Vocabulary Line, contour line, blind contour line, gesture and gesture drawings

Method of Instruction:
The teacher will:

Written Instructions for Bell Activity on board and vocabulary definitions.

Lecture/Discuss how line can represent emotions, feelings, and moods in art.
Explain/Demonstrate how artists use line to depict certain feelings in their work.
Show images of various artists line drawings from www.studentartguide.com.
Show images of Vincent Van Goghs drawings and paintings and ask students how the images make
them feel. www.vangoghgallery.com
Pair up students for group work and explain activity.
Explain the class assignment Music, Moods, and Lines
Play various types of music for the class for project.

Support Materials:

SmartBoard, or a blackboard
SmartBoard pen, or chalk for blackboard
Computer and Internet
Various drawing tools pencils, pastels, chalk, colored pencils, markers, paint
Paper
Sketchbooks

Learning Activities:
Students will:
Bell activity draw four different lines in their sketchbooks. (thin, thick, wavy, curly, scribble etc. Be
Creative! Experiment! Have Fun!
Listen to lecture/discussion on lines and expressions, moods, and feelings.

9
View the websites and images.
Listen to the lecture on Vincent Van Gogh
Pair up with a classmate, discuss and draw lines in their sketchbooks with different media to match
different emotions, feelings, and moods.
Share their ideas and drawings with the whole class.
Students will draw different types of lines on paper using different types of media according to how the
music makes them feel.
Write vocabulary words in sketchbooks.

Evaluation and Grading:

Teacher will observe students during the class. Students will be evaluated on class participation. Class
participation is 20% of the overall grade and based on effort. A scale of 0 (no effort) to 5 (outstanding effort)
will be used to determine a letter grade.

A (100-90) Outstanding work and effort and significant progress.

B (89-80) Good work and extra effort has been demonstrated.
C (79-70) Adequate work and effort has been demonstrated.
D (69-50) Did not meet all requirements adequately, little effort shown.
F (Below 50) Failure to complete assignment, no effort shown.

Teacher will give written objective test at end of unit covering vocabulary words, drawing lines to match
emotions, moods, and feelings, and describing images of Vincent Van Goghs work. The test will be scored on a
scale of 0-100%. Students must score a 70% or higher before proceeding to the next lesson.

Students Lesson Plan

Lesson Number and Title:
Elements of Design Lesson 1 Line Drawing Music, Moods, and Lines
Statement of Purpose:

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This lesson is the first in a sequence of 14 that you must complete to satisfy the requirements of the course.
The purpose of this lesson is to help you become proficient in the use of line within a design. This lesson will
cover how a line can influence the overall mood and expression of a work of art.
Behavioral Objectives:
After completing the lesson you will understand and be able to:
Draw different types of lines thin, thick, wavy, curly, scribble, short, long etc. with at least 90%
accuracy.
Describe how lines can express emotions, moods, and feelings with at least 90% accuracy.
Describe how different types of music can influence different emotions, moods, and feelings with at
least 90% accuracy.
Explain the overall mood and feeling of a work of art through examining different line
drawings/paintings with at least 85% accuracy.
Discuss and explain Vincent Van Goghs work in terms of lines and emotions with at least 85%
accuracy.
Vocabulary - Know what line, contour line, blind contour line, gesture and gesture drawings mean with
at least 95% accuracy.
Assignments:
You will be responsible for:
The Bell Activity draw four different lines in your sketchbooks. (thin, thick, wavy, curly, scribble etc.
Be Creative! Experiment! Have Fun!
Listening to the lecture/discussion on lines and how they can represent emotions, feelings, and moods in
art.
Listen to the discussion on how artists use line to depict certain feelings in their work.
Listen to the lecture on Vincent Van Gogh.
View the images of various artists line drawings from www.studentartguide.com.
View the images of Vincent Van Goghs drawings and paintings from www.vangoghgallery.com and
participate and express how the images make you feel.
Participate in the classroom peer assignment. Work with a classmate to discuss and draw lines in your
sketchbooks with different media to match your different emotions, feelings, and moods.
Share with the entire class the lines you and your classmate come up with that match your emotions,
moods, and feelings.
Draw different types of lines on paper using different types of media according to how the music makes
you feel.
Write the vocabulary words and definitions in your sketchbook.

Materials Required:
You will need the following materials to complete this lesson:

Various drawing tools pencils, pastels, chalk, colored pencils, markers, paint
Paper
Sketchbooks

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Testing and Grading:
After completing this lesson, you will be graded as follows:
You will be evaluated on class participation. Class participation is 20% of the overall grade and based on
effort. A scale of 0 (no effort) to 5 (outstanding effort) will be used to determine a letter grade.

A (100-90) Outstanding work and effort and significant progress.

B (89-80) Good work and extra effort has been demonstrated.
C (79-70) Adequate work and effort has been demonstrated.
D (69-50) Did not meet all requirements adequately, little effort shown.
F (Below 50) Failure to complete assignment, no effort shown.

You will take a written objective test at the end of this unit that will include vocabulary words, drawing lines to
match emotions, moods, and feelings, and describing images of Vincent Van Goghs work. The test will be
scored on a scale of 0-100%. You must score a 70% or higher before proceeding to the next lesson.

Instructors Lesson Plan Modified for Differentiated Learning

Lesson Number and Title:
Elements of Design Lesson 5 Color Pointillism or Optical Illusion STEAM Project
Statement of Purpose:
This lesson is the fifth in a sequence of 7 that makes up the unit on elements of design. The purpose of this
lesson is to incorporate science, technology, engineering, art, and math into a project that will allow students to
experience the technique of applying individual dots of color to a work of art. This lesson will cover how the
human eye perceives color and how colors blend with distance and size used as factors. Students will have the
opportunity to collaborate and cooperate with peers to analyze and chart math related topics. They will research
and present on a topic to strengthen English skills.

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Instructional Objectives:
Students will learn to and about:
Science = physical science students will learn how our eyes see an object by light reflecting from the
object. They will learn how our eyes blend colors in the technique of Pointillism that allows us to see
one unified picture.
Technology = students will use the computer to view a video on Pointillism, view images of Pointillism
paintings, and to support their research/presentation project.
Engineering = students will make a color wheel using a diverse media. They will paint in the primary
colors, and Q-tips. They will create a Pointillism painting as a graded project.
Art = art history - Pointillism and George Seurat.
Math = Measure and graph distance and relate it to the size of the work of art.
Vocabulary color, blending, Pointillism, optical illusion, distance.
Method of Instruction:
The teacher will:

RELATE
o Activate prior knowledge - Ask questions/discuss how our eyes perceive and blend colors, what
primary colors mix to create secondary colors, and who wears glasses for nearsightedness and
farsightedness.

EXPERIENCING
o Explain/Demonstrate vocabulary, Pointillism, and how George Seurat used dots of color to create
unified objects in his paintings.
o Show the video Get to the point: Georges Seurat and Pointillism by Nate Heck (2012) on the
computer at www.vimeo.com/28491307 as a whole group.
o Show images of Pointillism paintings by Georges Seurat, A Sunday Afternoon on the Island of
La Grande Jatte, Paul Signacs Sunday, and Maximillien Luces Morning from the website
http://www.ducksters.com/history/art/pointillism.php as a whole group activity.
o Show images of different optical illusions from
http://www.waynesthisandthat.com/opticalillusions.htm and from books.
o Hand out and Model how to fill in the I-Chart for the research/presentation project.
o Read aloud excerpts from the books Masters of Art: Seurat (Courthion, 1988) and Georges
Seurat (Getting to Know the Worlds Greatest Artists (Venezia, 2003).
o Walk around and monitor group work, offer guidance and feedback when necessary.
APPLYING
o Explain and Model the math activity, how to measure distance with a tape measure, how to graph
the information on a scatter plot graph.
o Model how to paint in the Pointillism style.
o Explain and Model the color wheel activity.
o Explain and model the I-Chart activity.
COOPERATING o Pair up students for group work in the math activity and I-Chart activity.
TRANSFERRING o Explain the students individual art project Pointillism painting.

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o Explain the students individual research/presentation assignment.
Support Materials:

SmartBoard,
SmartBoard pen
Computers and Internet access
Books, including - Masters of Art: Seurat (Courthion, 1988) and Georges Seurat Getting to Know the
Worlds Greatest Artists (Venezia, 2003).
I-Charts
Tape measures, pencils, and paper for math project.
Variety of media in different sizes and shapes, tempera paint in primary colors, markers, crayons, oil
pastels, chalk, colored pencils, graphite pencils.
Variety of tools, Q-tips, different size paintbrushes etc.
Water bowls
Variety of drawing surfaces, paper plates, 9 X 12 paper, canvas, poster board, cardboard, etc.
Sketchbooks

Learning Activities:
Students will:

Participate and listen to questions/lecture/discussion on Pointillism, perception of color, primary color

blending, and eyesight.
View the video, websites, and images.
Listen to me read book excerpts on Pointillism and George Seurat.
Group up with classmates (4 to a group), discuss, measure, and graph the distance it takes for each
persons eyes to blend the dots in the painting A Sunday Afternoon on the Island of La Grande Jatte by
George Seurat in their sketchbooks. They can use a scatter plot, bar graph, or pie chart on the computer
to enter the groups results.
Analyze and share their groups measurements and graphs with the whole class.
In their groups, students will research Pointillism and optical illusions using the websites, books, and
lecture to fill out the I-Chart pre-writing activity sheet.
Students will create their own color wheel using the primary colors of paint and cotton swabs. They will
use the cotton swabs to fill in the primary color sections, red, blue, and yellow, first using Pointillism
technique. Then they will use the primary colors to create the secondary colors, orange, purple, and
blue, using cotton swabs and paint to create dots that blend the colors together.
Students will create their own Pointillism painting using cotton swabs and primary colors of paint and
their choice of subject matter.
Students will do a research project and present it to the whole class on a topic of their choice related to
Pointillism.
Write vocabulary words and definitions in sketchbooks.

Evaluation and Grading:

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Teacher will observe students during the class. Students will be evaluated on class participation.
Class
participation is 20% of the overall grade and based on effort. A scale of 0 (no effort) to 5 (outstanding effort)
will be used to determine a letter grade.

A (100-90) Outstanding work and effort and significant progress.

B (89-80) Good work and extra effort has been demonstrated.
C (79-70) Adequate work and effort has been demonstrated.
D (69-50) Did not meet all requirements adequately, little effort shown.
F (Below 50) Failure to complete assignment, no effort shown.

Teacher will use the following rubric to assess the students Pointillism painting. The total points earned out of
the total points possible (25) will be a percent that will be turned into a letter grade using the above formula.
Evaluation:
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The student followed directions.
1
2
3
4
5
2. The overall aesthetics of the work of art.
1
2
3
4
5
3. The student completed the project by the due date assigned to them.
1
2
3
4
5
4. The elements of design are represented clearly and accurately.
1
2
3
4
5
5. The student mastered the technique of Pointillism.
1
2
3
4
5
Additional Comments: _____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Total Points/Grade: ___________
Teacher will use the following rubric to assess the students research project/presentation. The total points
earned out of the total points possible (40) will be a percent that will be turned into a letter grade using the
above formula.
Evaluation:
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The student introduces the topic in a way that draws in the audience.
1
2
3
4
5
2. The student clearly states the topic.

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1
2
3
4
5
3. The student focuses on his/her personal thoughts and feelings about the topic.
1
2
3
4
5
4. The student uses memorable sensory description in relaying specific details.
1
2
3
4
5
5. The student expresses a personal meaning or value of the topic.
1
2
3
4
5
6. The student concludes in a way that reiterates his/her attitude toward the topic.
1
2
3
4
5
7. The spelling, punctuation, and grammar are accurate.
1
2
3
4
5
8. The assignment is aesthetically pleasing.
1
2
3
4
5
9. The project presentation is organized and flows smoothly.
1
2
3
4
5
Additional Comments: _____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Total Points/Grade: ___________

Assessment Rubric
Criteria

1
Weak

Pointillism
technique

Needs more
work.

Elements
of Design

No strong
use of
design
elements or
principles.

2
Moderately
weak
Fair
technique
demonstrate
d.
Used 1
design
element and
no strong
use of design
principles.

3
Average
Adequate
technique
demonstrate
d.
Used 2
design
elements and
1 principle.

4
Moderately
Strong
Good
technique
demonstrate
d.
Used 3
design
elements and
2 principles.

5
Strong
Excellent
technique
demonstrate
d.
Used 4 or
more design
elements and
3 or more
principles.

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Aesthetics

Followed
Directions

Completed
by Due
Date
Total

Aestheticall
y
unpleasing.
Incomplete
and/or
messy in
more than 3
areas.
Did not
follow
directions.

Somewhat
displeasing
in most
areas.
Incomplete
and/or messy
in 3 areas.

Somewhat
pleasing in
most areas.
Incomplete
and/or messy
in 2 areas.

Pleasing in
Aesthetically
most areas.
pleasing
Incomplete
composition.
and/or messy
in 1 area.

A week or
more late.

Followed
some
directions.
Missing 3-4
elements.
Four days
late.

Followed
most
directions.
Missing 2
elements.
Two-three
days late.

Followed
Followed all
most
directions.
directions.
Missing 1
element.
One day late. Turned in by
due date.

0-9 F

10-15 D

16-22 C

23-29 B

30-35 A

Standard Test
Color Theory Art I
Directions: Complete the following statements by filling in the blank(s) with the correct answer(s).
1. You get a ____________________ color by mixing a primary and a secondary color.
2. The colors of the rainbow are also known as the ______________________.
3. What two colors would you mix to make orange? ____________________________

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4. What are the primary colors? ____________________________________________
What are the secondary colors? __________________________________________
What are the tertiary colors? _____________________________________________
5. A _________________ is a color that is mixed with black.
Directions: Some of the following statements are true and some are false. If the statement is TRUE, circle the
letter T and if the statement is FALSE, circle the letter F.
6. A tint is a color that is mixed with white. T

7. Mixing yellow, green, and blue makes grey. T

8. You get an analogous color by mixing two primary colors.

9 A hue is one of the colors of the spectrum.

10. Another word for brightness of a color is intensity. T

Directions: Indicate the best correct answer for the question by circling the letter next to that answer.
11. Which of these mixtures would create a tertiary color?
A
B
C
D

Red and Yellow

Yellow and Blue
Red and Orange
Blue and Red

12. Which of these mixtures would create a secondary color?

A
B
C
D

Orange and Green

Green and Yellow
Purple and Blue
Red and Yellow

13. What do you get when you mix two secondary colors together?
A complementary color
B a neutral grey or brown
C black
D analogous color

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14. An analogous color is ___________________?
A Two colors that sit next to each other on the color wheel
B Two colors that are opposite each other on the color wheel
C brown
D black
15. What is the correct order of colors in the rainbow?
A
B
C
D

Yellow - Green - Blue - Violet - Indigo - Red - Orange

Violet - Indigo - Red - Orange - Yellow - Green - Blue
Red - Orange - Yellow - Green - Blue - Indigo Violet
Green - Blue - Violet - Indigo - Red - Orange - Yellow

Directions: Listed below are eight possible items that can complete the following five statements. Write the
letter of the item that best completes the sentence in the blank.
a. tertiary

b. secondary

c. transparent

d. gloss

e. analogous

f. complementary

g. primary

h. opaque

16. Yellow-orange, red-orange, and yellow-green are examples of _____________?

17. Colors that you cannot see through are called ............. colors
18. Colors that you can see through are called ............. colors
19. Colors that are opposite each other on the color wheel are called _________?
20. Secondary colors are obtained by mixing two ____________ colors.
Answer Key to Color Theory Art I Test
1. Tertiary
2. Spectrum
3. Red and Yellow
4. Red, Blue, Yellow; Purple, Green, Orange; and Yellow-Orange, Yellow-Green, Blue-Green, Blue-Purple,
Red-Purple, Red-Orange
5. Shade
6. T
7. F
8. F
9. T
10. T
11C

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12. D
13. B
14. A
15. C
16. A
17. H
18. C
19. F
20. G