Week03 fieldactivity
Module 3 Field Activity: Electronics & Programming: Collaboration and Assessment
In this lesson, students explore additive primary colors (RGB), alongside traditional subtractive primaries (RYB). Through hands-on activities, they’ll learn how these color models influence both digital and physical art, enhancing their understanding of color mixing and its application in various mediums. The lesson will include demonstrations on how to blend light for digital media and paint for traditional art, encouraging experimentation and creative expression.
Students will explore the integration of additive primary colors (RGB) through the use of electric circuits, while also learning how the human eye perceives primary colors. Using simple circuits with red, green, and blue LEDs, students will observe how these colors blend to form other hues when combined at varying intensities. The lesson will also include an explanation of how the retina’s photoreceptors (cones) respond to different wavelengths of light, allowing us to perceive the full spectrum of colors. This will help students understand how the additive color model works in both digital media and the natural world. The project combines science, technology, and art, offering a hands-on approach to mastering color mixing.
Learning objectives¶
- Identify the primary colors in both the subtractive (RYB/CMY) and additive (RGB) color systems.
- Understand why different primary colors are used in traditional painting vs. digital screens.
- Mix colors using both systems—experimenting with paints (RYB/CMY) and LED lights or a digital tool (RGB)—to observe differences.
- Compare and analyze the results of color mixing in each system, explaining why paints create darker colors while lights create brighter ones.
- Recognize real-world applications of both systems in art, design, printing, and digital media.
- Apply their knowledge by creating a small project that incorporates both traditional and digital color mixing techniques.
Lesson plan test. o Notes: Successes First experimentation then explanation strategy, surprised faces, happines of new findings. Questions students ask About electricity, is it safe? We now primaries red, blue and yellow from art lesson, how could it be? o my god my eye is lying to me, this yellow is not yellow, its green and red.
Gallery¶
Collaboration:working with colleague Suzanna Martirosyan was very usefull and productive, as she is working with students during science lessons and knows science curriculum as well.Field I talk to colleage about the basics of colour theory and about that we usually work with traditional art lessons colour theory, we were talking about color vision primaries, tecnolgical praimaries, and We came to conclusion that it will be usefull for sciencel lessons as to understand electric cirquit, the same time to come up with thinking about colour as light, and understanding how digital displays showing colors. I think talks an conversations between different disciplinaries is neccesary, to set up connections.
2. Instructional Challenges: As we started from a little comversation, and jump to the experimentation, engagement was mor emotional and explorative, it seems they are playing with colors and lights, after they ask questions about safety and how its working, after they made some predictions, they wewre given explanatioins and descriptions about electric cirquit and components, and jump to the LED screen parts.
I think they might be forget electricity part.
3. Diversity: with 3 students we were testing the lesson, one of them was more happy with lighting up, switching on and of the light, and was very happy with play light game, another student was admired how screen is a “lyer”, so it gives us to speak about “illusion”, sceince, and how things could be described, but allways there is apart to explore deeper.
4. Teacher Growth: new skills and strategies developed as a result are about that how WE can make lessons more explorative and emotioamly engaging, to find safe and easy materials for lesson, but thinking about how we can improve teaching model, prototype.
5. AI Usage: I was writting my thoughts,and ask AI make it more grammatically right, its more about language.I cannot compare collaborating with a colleague with collaborating with AI, because its ucomparable.
Assessment Rubric: Color Theory and Digital Fabrication¶
| Competence | Description | Basic | Proficient | Advanced |
|---|---|---|---|---|
| Select and describe primary colors of subtractive mixing | Identifies and mixes primary (RYB) colors to create secondary colors | Identifies the primary colors (red, yellow, blue) but does not mix them | Uses and names all three primary colors and mixes at least one secondary color | Paints and identifies at least two secondary colors correctly and organizes a structured color chart with primaries and secondaries |
| Select and list additive primaries and secondaries | Defines RGB primary colors through experiments with LEDs and digital screens | Identifies red, green, and blue as primary colors | Defines secondary colors (cyan, magenta, yellow) | Explains how color vision is used to create digital colors for monitors |
| Experiment and define color combinations for additive mixing | Understands how light mixing forms secondary colors and white | Identifies primary color pairs that create secondary colors | Correctly mixes and defines secondary colors of the additive system | Connects findings to structured assessment criteria and learning goals |
| Understand electric circuit for lighting up a single LED | Understands the components and function of a basic electrical circuit | Lists materials needed for a working circuit (battery, wires, LED) | Correctly connects and explains how the circuit works | Demonstrates a functional circuit and explains the role of each component |
| Compare printing technologies with digital displays using a microscope | Explores differences between printed images and digital screens | Observes printed materials and screen images under a microscope | Describes what is visible under a microscope and compares RGB vs. CMYK dots | Analyzes and explains the fundamental differences between subtractive and additive color mixing |
| Experiment with colors in Inkscape to create secondary colors using RGB settings | Uses digital tools to mix and apply colors in design software | Uses the color picker tool to identify colors and RGB values | Adjusts RGB values to mix specific colors | Creates a digital artwork demonstrating an understanding of RGB color mixing |
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