Color 101

Scroll down to see picture

Class Length:		2, 2-1/2, or 3 days This class can be formatted as a 2, 2-1/2, or 3-day class. The information is arranged in half-day 'Emphases'. Four 'Emphases' will be covered in two days, five in 2 1/2 days, or six in three days. Thus the students will feel neither the rush of a condensed class nor will they have time left over as they might in an expanded class. Time in class will be maximized.
Proficiency Level:		All levels; no prerequisites
Targeted Audience:		Have you wanted to take a color class, but were afraid you'd get in over your head? Were you afraid that everyone in the class would know the language -- except for you? Or have you taken color classes before and now want to brush up on current techniques and terminology? Then this is your class!
Description of Class:		Starting at the very beginning -- with the color wheel -- you will be guided through a series of exercises, experiences and experiments guaranteed to give you a strong foundation in color theory and practice. The result will be an invaluable color reference notebook that you could never buy in a bookstore. Although this is not a stitching class, it will be both lively and relevant. You won't fall asleep, no one will read out loud to you, you will end up with a finished class project, and, best of all, you will be able to use everything you learn to improve and enhance your personal stitching, whatever your chosen technique.
Course Objectives:		This class is designed as an introduction to the nature of color with specific reference to embroidery. The exercises worked during class are in a notebook format. Though the scope of the class is limited to non-stitched exercises, suggestions for further stitched exercises to be done after class are made as an invitation to further exploration. At the end of the class, students should have a greater understanding of the properties of color and should be able to evaluate the use of color in their own work. This will be a lively, informative class. Many resources will be provided, and students will finish the class feeling confident with color. Although proficiency in some embroidery technique is presumed, this is a non-stitching class. No previous experience in color theory is required.
Kit Cost:		$45, includes pre-printed notebook pages plus blank sheets for exercises; Color Aid papers and template material; an extensive annotated color bibliography; access to communal supplies (paints, art magazines, colored paper, yarns, fabric scraps); and reference materials.
Student to Supply:		3" binder notebook, page protectors, colored pencils, regular pencil, ruler, glue sticks, paper scissors, a package of 5 notebook dividers, plus scraps of colored fabric and old magazines or catalogues to share
Teacher Will Need		No more than 2 students per 6-foot table or 3 students to an 8-foot table (tables at least 24" wide) student will need about 24" deep x 36" wide table space. Marker board and markers and two large tables for supplies and visual aids. Electric outlet for copier. Extra chairs. This class will be noisy -- lots of discussion and movement going on -- and we will need a classroom where we will not disturb others.
Pre-Class Work:		None
Class Outline:		This class will be divided into half-day emphases, of which the following are examples. Emphasis One The Hue Circle The Historical Background of Color Theory. Color Schemes. Make a template for one section of the hue circle. Cut a section from each of 12 colors of Color Aid paper. Paste onto format page. Label hues. Make a color card of threads as close to the 12 hues as possible. Repeat with fabric swatches. Actually handling the colors and visually examining them is a very important component of developing color awareness. Color as a property of light. Attributes of color. Color and Value. The value scale. Color schemes: From Color Aid paper and using the format provided, make monochromatic, complementary, analogous, split complementary, and triadic color schemes. Make wrapped thread cards for several variations of each color scheme. Make fabric collages to illustrate each color scheme. Select illustrations from magazines and label them as to color scheme. Visit to exhibit (if you have one) or display stitched pieces as visual aids and identify the color scheme used. Emphasis Two Color Contrasts Successive Contrast Paste a 3" square of red-orange Color Aid paper on one side of a piece of white typing paper. Stare at the square for 10 seconds and then look quickly to the white side of the paper. Describe the color you see there. Discuss this effect. Try this with other colors. Think about how this affects your embroidery -- and why some color combinations don't work as well as others. Simultaneous contrast: Cut a 2" x 4" piece of red-orange and blue-green Color Aid paper. Paste them onto a piece of typing paper side by side, with no white showing in between. Cut a free-form shape out of 50% gray Color Aid paper to fit into the resulting 4" x 4" square, having roughly the same amount of surface on either side of the center line. What effect do you see? On a separate sheet of typing paper, make squares for other color interactions place a 1/2" square of the same blue-green on top of a 1-1/2" square of each of the following white, red-violet, yellow-orange, yellow-green, brown, orange, darker blue-green. How does the square of blue-green apparently change? Discuss. Try this with other color combinations. How can this affect your color selections for embroidery? Has this affected your work in the past? Contrast of temperature: Identify cool and warm hues among the Color Aid papers. Make 3 collages beginning with a free-form cloud-like shape, and putting smaller and smaller similar shapes stacked on top the first one moving from warm to cool tones, the second from cool to warm tones, the third either all cool or all warm. What differences do we see? Which is more effective for the creation of the illusion of depth? Look for magazine illustrations of artworks that utilize this effect. How can this change the mood of a piece? Add examples to notebook. Emphasis Three Optical Mixing and Color Harmonies Optical mixing On typing paper mark off several 1" square areas. Using colored pencils, fill with an equal mixture of small dots in two different colors red/green, red/blue, green/blue. What effect is seen? What color results? At what distance do the individual colors become apparent? Compare among students. How do density, value, size of dots, distance of the viewer change the effect? Discuss. After class: Repeat this exercise in needlework. Cross Stitch Make squares with every other stitch different, or with each of the two legs of the cross stitch different. Needlepoint Basketweave with 1 ply each of 2 different colors. Surface French knots, 1 ply each of 2 different colors. How can this effect work for you in embroidery? Against you? What are the major and minor keys? Identify. Select examples from magazines and label. How do these affect your stitching? Illustrate Emphasis Four Color and Symbolism Color as a form of overt or subliminal communication. Color in other cultures. Color as symbol in religion, in academia, in baby nurseries. Color and Emotion How do colors reflect our emotions? What colors do we consciously or unconsciously associate with various feelings? Using small pieces and strips of Color Aid papers, create collages to reflect several of the following feelings Anxiety, Gaiety, Depression, Boredom, Exuberance, Melancholy, Serenity, Ecstasy, Irritation, Delight, Romance. Using either Color Aid papers, construction paper or clipped pieces of magazines, make collages to reflect Summer, Spring, Winter, Fall, Party, Rock 'n' Roll, Mozart, Champagne, Influenza, Childbirth, Desert, Holiday, New York, Texas, Christmas. How does culture affect our color choices? How can we use color choice to cue non-verbal messages in the visual arts?
General Comments:		I find experimenting with color a very exciting subject and my goal is to transmit this to the class.
Bibliography:		This class includes an extensive color bibliography. I have collected a substantial library on color over the years, and will bring some books to use during the class. I will be provide your bookstore with a list of the books I will be recommending so that they can have them available for purchase. I can also provide information on mail order sources.
Copier:		I will provide a small portable copier for use in this class. I find it an invaluable aid for value exercises.

Copyright 2002-2005, Carole H. Lake. The contents of this page were expressly posted for individual viewing purposes on the Internet only. No part of this Web site may be published, reproduced, stored in, or introduced into a retrieval system, or transmitted in any form or by any means (including electronic, mechanical, photocopy) whatsoever without written permission from the above copyright holder.

Web site by Neon Flamingo Designs

Last Updated June 23, 2005