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Complementary Color Names

Andy Warhol designs include bright colors, repetition, and unique creativity. Students make their own Pop Art name in complementary colors!

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Have students study a color wheel. Notice that contrasting colors are directly opposite each other on this intriguing art tool. Then show the class various works by Andy Warhol. Discuss his Pop Art technique of using bold complementary colors and repetition.
    2. Students divide their paper into at least nine equal sections using Crayola® Colored Pencils. Students write their name or initials in each section using block letters.
    3. Cover the work area with recycled newspaper. Look at the color wheel and choose two complementary colors of Crayola Washable Paint. Students paint the first one, and then every other name or initial, in one color of paint. Dry.
    4. Students use the second complementary color to fill in the names or initials that are left. Dry.
    5. Continue to use complementary colors to fill in the backgrounds of each section. Dry. Students compare the visual effects of with classmates.
  • Standards

    LA: Draw evidence from literary or informational texts to support analysis, reflection, and research.

    LA: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

    SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

    SS: Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.

    SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

    VA: Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

  • Adaptations

    Classroom resources include: Uncle Andy's by James Warhola; Andy Warhol by Michael Venezia

    Students study a Warhol portrait such as Marilyn and discuss how to create a portrait using Warhol's style.

    Students expand their research to another, self-selected artist. Summarize research into an electronic format for presentation.

    What is art? How do we define this term? Have several of Andy Warhol's reproductions on display in the classroom. Students study his form of pop art and debate whether or not is should be considered art. Why or why not? Students prepare a newspaper editorial presenting their positions on this question.


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