Unit Outline:

Topic: Color Theory: Analogous and Complementary Colors

Duration: Two Class Periods
Subject: Art
Grade Level: 5th Grade
Purpose: The purpose of this unit plan is to provide students with a
short introduction to color theory, specifically analogous and
complementary colors. According to the VA Standards of Learning,
students are not required to know color relationships until the 6th
grade. Therefore, analogous colors will be referred to as color
neighbors and complementary colors will be referred to as color
opposites in this unit.
Rationale: They are going to learn it, no questions asked.
Goals: The primary goal of this lesson is for students to identity
analogous and complementary colors on the color wheel.
Objectives:
5.2 The student will execute and complete works of art with attention
to detail and craftsmanship.
5.4 The student will identify and apply ethical decisions in art making.
5.5 The student will use the following to express meaning in works of
art:
1.) Colorstudent-mixed hues, tints, shades, tones
Lesson #1: Color Wheels
o Introduction to analogous and complementary colors.
o Analogous colors will be referred to as color neighbors and
complementary colors will be referred to as color opposites
because, according to the VA SOLs, 5th graders are not required
to know these terms yet.
o Color wheels will contain moving parts that better define the
differences between analogous and complementary colors.
o Students will be required to demonstrate an understanding of the
color wheel. They will need to know the order of the colors on the
color wheel. They will need to be able to identify analogous color
groupings and complementary color matches.

Lesson #2: Analogous/Complementary Lions

o Practice using analogous and complementary colors in a work of
art.

o Lion drawing/painting will include a variety of steps. The first

step will be a draw along. The second step will include multiple
steps demonstrating how to paint the lion face and mane.
o Students will be required to demonstrate an understanding of
analogous and complementary colors through the completion of
the lion drawing/painting.

5th Grade Color Theory Unit

Lesson #1: Color Wheels
ArtSOL(s):

5.2 The student will execute and complete works of art with attention to detail and craftsmanship.
5.4 The student will identify and apply ethical decisions in art making.
5.5 The student will use the following to express meaning in works of art:
Colorstudent-mixed hues, tints, shades, tones

AdditionalConcepts/Vocabulary:
-

Colortheory:complementary(opposites)andanalogous(neighbors)colors.

Materials:
1. 1pieceofdrawingpaper(precreated)(forcoloringindividualcolors)bottomofcolor
wheel.
2. 1pieceofdrawingpaper(precreated)(forrecordingnameandcutting)topofcolor
wheel.
3. Crayons
4. Scissors
5. Metalbrad(forattachingcolorwheelpieces)
LessonDelivery/Structure:
Introduction:
-

Todaywearegoingtotalkaboutcolortheory.Atthispoint,weshouldallknowwhat
ourprimaryandsecondarycolorsare.Weshouldalsobeabletoidentifyintermediate
colorsusingourknowledgeofprimaryandsecondarycolors.
Asasmallintroductiontocolortheory,Iwanttotalkaboutcomplementarycolorsand
analogouscolors.Complementarycolorsarecolorsthataredirectlyoppositefromone
anotheronthecolorwheel.Analogouscolorsaregroupsofthreecolorsthatarenextto
eachotheronthecolorwheel.
Tomakecolortheoryeasiertoremember,youcanthinkofcomplementarycolorsas
oppositesandanalogouscolorsasneighbors.
Thinkofcolorsonthecolorwheellikeacheeseburger.Theprimaryitemsthatare
neededtomakeacheeseburgerarethebun,meat,andcheese.Thinkoftheseitemsas
yourred,blue,andyellowcolors.Thesecondaryitemsneededforacheeseburgerwould
bethecondiments.Thinkofyourketchup,mustard,andmayoasyourviolet,orangeand
greencolors.Additionalitems,yourintermediateitemswouldbetheextraitemsthatare
foundonacheeseburger.Thinkofyouronions,tomatoes,lettuce,etc.asyour
intermediatecolors(RO,RV,BV,BG,YG,&YO)
Usecolorwheeltodemonstrate:Forexample,redandgreen,blueandorange,yellow
andpurpleareoppositesonthecolorwheel.Theyarecolorsthatlookgoodtogether.Red
andgreenareChristmascolors.BlueandorangearetheuniversityofVirginiacolors.

YellowandpurpleareJamesMadisonuniversitycolors.Thesecolorsareoppositeson
thecolorwheel.Thesecolorscomplementoneanother.
Usethecolorwheeltodemonstrate:Forexample:red,redorange,andorangeare
analogouscolors.Orange,yelloworange,andyellowareanalogouscolors.Allofthese
colorsareneighborsonthecolorwheelContinueusingthecolorwheeltodemonstrate
analogouscolors.

GuidedPractice:
-

Usingvariousexamples,theteacherwill(TTW)demonstrateknowledgeofcolortheory;
reviewingprimary,secondary,andintermediatecolors;introducingcomplementaryand
analogouscolors.

IndependentPractice:
-

Coloringcolorwheelusingprimary,secondary,andintermediatecolors.
Constructingcolorwheelusingmetalbrad.

Closure:
-

Spiralingreviewofpreviousconcepts,includingintrotocolortheory:complementary
andanalogouscolors.

Procedure:
1. Presetup:preparetopandbottomofcolorwheel.Sectionofcolorsegments.And
organizewherecolorswillbeidentifiedascomplementaryandanalogous.
2. Takecareofhousekeeping.
3. Putonpaintingjackets,ifneeded.
4. Teacherintroductionofconcepts.
5. Passoutprenamedprojectpaper(s).
6. Assemblestudentsatthedemonstrationtablefordemonstrationoncoloringthesection
colorwheelhandoutwithcrayons.(Teacherwillstressthemixingofcrayoncolorsto
createintermediatecolorsnotalloncrayoncolorsthatareintermediatecolorsaretrue
intermediates.)
7. Releasestudentstotables.
8. Independentpracticecoloringcolorwheelsandmixingintermediatecolors.(teacher
formativeassessment.)
9. Assemblestudentsatthedemonstrationtablefordemoonassemblingthecolorwheel.
10. Releasestudentstotables.
11. Independentpracticeassemblingcolorwheels.(teacherformativeassessment)
12. Asstudentsfinish,storeartwork,washhands,readontherug.
13. Lineup,spiralreview,behaviorreview.
14. Dismisstoteacher.
5th Grade Color Theory Unit

Lesson #2: Analogous/Complementary Color Lions

ArtSOL(s):
5.2 The student will execute and complete works of art with attention to detail and craftsmanship.
5.4 The student will identify and apply ethical decisions in art making.
5.5 The student will use the following to express meaning in works of art:
Colorstudent-mixed hues, tints, shades, tones

AdditionalConcepts/Vocabulary:
-

Colortheory:complementary(opposites)andanalogous(neighbors)colors.

Materials
1.1piecebrownconstructionpaperperstudent(fordrawingandpaintinglionon)
2.1blackoilpastelperstudent(fordrawinglionduringdrawalong)
3.Paint:analogousandcomplementarycolors
a.Analogous:
i.Red,redviolet,violet
ii.Yellow,yellowgreen,green
iii.Redorange,orange,yelloworange
iv.Yellowgreenyellow,yelloworange
v.Blueviolet,blue,bluegreen
b.Complementary:
i.Violet
ii.Yellow
iii.Blue
iv.Redorange
v.Red
4.Paintbrushes
5.Water
6.Papertowels
LessonDelivery/Structure:
Introduction:
-

Todayyouaregoingtopaintalionusingtheanalogousandcomplementarycolorsof
thecolorwheels.
WhatsortofsandwichdidIcomparethecolorwheeltolastweek?(Cheeseburger).Can
anyonetellmemyprimaryingredients?Whataboutmysecondaryingredients?What
aboutmyintermediateextraingredients?(Reviewcheeseburgercomparison).
Doesanyonerememberwhatanalogouscolorsare?(ColorNeighbors).Doesanyone
rememberhowmanycolorsyouneedtohaveasetofcolorneighbors?(3).Doesanyone

rememberwhatcomplementarycolorsare?(ColorOpposites).Cananyonegivemean
exampleofcoloropposites?(Blue&Orange)or(Green&Red).
Foryourliondrawings/paintingsyouaregoingtodrawthefaceofalionwithme.Then
youaregoingtousetheanalogousandcomplementarycolorsatyourtabletocolorthe
lionsfaceandmane.Youaregoingtouseyouranalogouscolorstopaintthelions
mane.Then,youaregoingtopickananalogouscolortopaintthelionsface.Then,you
aregoingtopickacolortopaintthelionsnoseandears.Youarealsogoingtopaintthe
lionsteethwhite.(Directionsrepeatedthroughoutthedurationofthelesson,while
teacherformallyassessesstudentprogress.)

GuidedPractice:
-

Usingvariousexamples,theteacherwillconductadrawalongwiththeclasstodrawthe
lionsface.
Usingvariousexamples,theteacherwilldemonstratehowtopaintthelionsfaceusing
analogousandcomplementarycolors.

IndependentPractice:
-

Followingalongwiththedrawalongofthelionsfaceandmane.
Paintingthelionsfaceandmaneusinganalogousandcomplementarycolors.

Closure:
-

Spiralingreviewofpreviousconcepts,includingintrotocolortheory:complementary
andanalogouscolors.

Procedure:
-

Presetup:mixallanalogouscolors,pouranalogousandcomplementarycolorsintopaint
trays.
Takecareofhousekeeping.
Putonpaintingjackets,ifneeded.
Teacherintroductionofconcepts.
Passoutprenamedprojectpaper(s).
Conductdrawalongonboard,teacherwillformallyassesseverystep:
o Script:
Makesurethatyouaredrawingonthecorrectsideofyourpaper.Your
namesshouldbeinthebottomrighthandcorner.
Findablackoilpastelandwaitfordirectionsplease.
ThefirstthingIwantyoutodoisdrawabigUinthemiddleofyour
paper.
Next,IwantyoutodrawalineacrossthetopofyourclosedupU.
IwantyoutodrawacircleinthemiddleofyourclosedupUandcolor
itinusingyourblackoilpastel.

AboveyourlionsnoseIwantyoutodrawarectanglethatattachestothe
circlethatyoujustcoloredin.Thiswillbethelastpartofyourlionsnose.
Iwantyoutodrawtwosmilescomingoutfromunderyoulionsnose.
Thesesmilesareyourlionsmouth.
NextIwantyoutodrawearsonthetopofyourlionshead.Atthecorners
oftheclosedupUarebest.Makesuretheyarebigenoughforyouto
paintinsideofthem.
UnderyourlionsmouthIwantyoutodrawastraightline.Thisstraight
lineisyourlionschin.
Now,Iwantyoutodrawteethinyourlionsmouth.Drawasmanyteeth
asyouwant,justrememberyouwillhavetopaintthemwhite.
Next,Iwantyoutouseyourblackpasteltocolorinthelionsmouth.
Next,Iwantyoutodraweyebrowsonyourlionsforehead.Remember,
thewaythatyoudrawyoureyebrowsdeterminesyourlionsmood.Ifyou
drawstraight,horizontaleyebrowsyourlionisprobablyhappy,ifyou
draweyebrowsthatpointinwardtowardthenose,yourlionisprobably
mad.Ifyoudraweyebrowsthatpointoutwardtowardtheforehead,your
lionisprobablysadorsick.(Teacherwillgivemoreexamplesbydrawing
themforthestudents.)
Foryoulionseyes,IwantyoutodrawtwosmallUsunderthe
eyebrows.ThenIwantyoutodrawacircleforthelionspupil.
Assemblestudentsatthedemonstrationtablefordemonstrationonpaintingthe
lionsfacialfeatures.Theteacherwillchooseoneanalogouscolortopaintthe
lionsface.Theteacherwillchooseanotheranalogouscolortopaintthelions
noseandears.Theteacherwillpaintthelionsteethwhite.
Releasestudentstotables.
Independentpracticepaintingthelionsface,nose,andearsusinganalogous
colors.Independentpracticepaintingthelionsteethewhite.(teacherformative
assessment.)
Assemblestudentsatthedemonstrationtablefordemoonpaintingthelionseyes
usingacomplementarycolor.(studentswillalreadyhavethe1complementary
colortheyneed.)
Releasestudentstotables.
Independentpracticepaintingthelionseyesusingacomplementarycolor..
(teacherformativeassessment.)
Assemblestudentsatthedemonstrationtablefordemoonpaintingthelions
maneusingthe3analogouscolorsattheirtables.
Releasestudentstotables.
Independentpracticepaintingthelionsmaneusing3analogouscolors.(teacher
formativeassessment.)
Asstudentsfinish,storeartwork,washhands,readontherug.
Lineup,spiralreview,behaviorreview.

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o Dismisstoteacher
Reflection of 5th grade Color Theory Unit:
The color theory unit that I planned for my 5th grade students at High
Point Elementary School was pretty successful. The color wheel lesson was
especially interesting for the students because they got to create their own
color wheels. The color wheels were designed to be a tool that they could
use whenever they were adding color to a drawing or painting. To make the
color wheel lesson even more interesting, the color wheels were moveable,
meaning that were sectioned out to display complementary colors and
analogous colors. The students really seemed to enjoy constructing this
project. During this lesson, I tried to relate the color wheel and its uses to
everyday life. The students seemed to relate to the cheeseburger
comparison. I tried to stress to the students that color wheels are not only
used for art projects. I told my students that colors wheels have valuable
information about colors that can be used when they are getting dressed in
the morning for school and even when they are redecorating their rooms at
home. I also incorporated a color wheel game that my students really
enjoyed. Mr. Cregger had pre-cut and laminated pieces of construction paper
that had been painted to match the colors of the color wheel. I used these
items to time the students to see how long it took them to correctly
construct the color wheel. The students really seemed to enjoy the color
wheel racing game. The analogous/complementary lion lesson was also a
very successful lesson. The students seemed to have remembered what we
had talked about in our previous lesson on color theory with the color wheels.
The only problem with my color theory unit was the few students who lacked
impulse control. These students refused to follow the steps that I
demonstrated for both the color wheel and the lion lesson. Because these
students refused to follow my directions, they were forced to start over in
some cases. These students who worked ahead messed up their projects and
had to start over.