the color wheel analysis documents

Kari Busard | Kari

THE COLOR WHEEL ANALYSIS DOCUMENTS

Included:

Task Analysis Learner Analysis

Flowchart Storyboard

Formative Evaluation

Kari Busard The Color Wheel Supporting Documents

The Color Wheel - Task Analysis

Kari Busard, Siarah Flanagan, Jordan Henry, & David Liska

Note: All individuals performed tasks pertaining to content and categorization.

PART I: Instructional goal: "The learner will be able to classify color concepts within

2-dimensional art."

PART II: Results from Task Analysis (Information Processing Analysis)

1. Color

1.1 Definition: When light is reflected off an object, color is what the eye sees

1.2 Tone

1.2.1 Definition: In art, the quality and depth of a color, particularly the

gradations from light to dark. A color may be ‘toned down’ to make it less

vivid, or ‘toned up’ to make it more solid or brighter.

1.2.2 Examples:

1.3 Value

1.3.1 Definition: Shadows, darkness, contrasts and light are all values in

artwork.

1.3.2 Example:

1.4 Intensity

1.4.1 Definition: This term is used to describe the brightness, or the

dullness of a color.

1.4.2 Example:

1.5 Color wheel

1.5.1 Categories

1.5.1.1 Primary colors

1.5.1.1.1 Definition: The 3 colors that cannot be mixed or

formed by any combining any other color. All other colors

are formed or created from these 3 primary colors.

1.5.1.1.2 Example:

1.5.1.2 Secondary colors

1.5.1.2.1 Definition: The 3 colors formed by mixing the

primary colors.


1.5.1.2.2 Example:

1.5.1.3 Tertiary colors

1.5.1.3.1 Definition: Colors that are formed by mixing a

primary and secondary color.

1.5.1.3.2 Example:

1.5.2 Color schemes

1.5.2.1 Complementary

1.5.2.1.1 Definition: colors located directly across from

each other on the color wheel

1.5.2.1.2 Examples: Green and red, orange and blue, purple

and yellow

1.5.2.2 Split-complementary

1.5.2.2.1 Definition: Uses a base color and the two colors

adjacent to its complimentary color

1.5.2.2.2 Examples: Green, Red-Violet and Red-Orange

1.5.2.3 Triadic

1.5.2.3.1 Definition: colors that are evenly spaced around

the color wheel.

1.5.2.3.2 Examples: Green, Purple, and Orange

1.5.2.4 Monochromatic

1.5.2.4.1 Definition: all of the tints and shades of a single

color

1.5.2.4.2 Examples:

1.5.2.5 Analogous


1.5.2.5.1 Definition: colors that are located next to each

other on the color wheel

1.7.2.5.2 Examples: purple and blue, purple and red, orange

and yellow


The Color Wheel

Learner Analysis

Definition of the Learner

A Macomb High School 9th

grader that would be taking an Introduction to Art Principles

– Color elective class.

1. Cognitive Characteristics

A. General Characteristics

1. General Aptitude – English literate.

2. Specific Aptitude – No Artistic Prerequisite.

3. Developmental Level – at least developed to Piaget’s Concrete

Operative Stage.

4. Language Development Level - Understand the English language at a

6th

grade level. Be able to form meaningful questions about content.

5. Reading Level - 6th

grade reading level.

6. Level of Visual Literacy - decode visual images in order to understand

what the image communicates.

7. Cognitive Processing Styles – any combination of processing skills will

allow the learner to understand this module.

8. Cognitive and Learning Strategies - Specific Aids for Problem-Solving

or Memorization, Elaboration, Imagery

9. General World Knowledge – N/A

B. Specific Prior Knowledge – the learner will have recognition skills of basic

colors (Red, Orange, Yellow, Green, Blue, Violet, White, Black). There will be a

small variation of background knowledge between learners and the instruction

will build upon the general background knowledge of color recognition.

2. Physiological Characteristics

A. Sensory Perception – they need eyesight and the ability to distinguish

colors.

B. General Health – N/A

C. Age - N/A

3. Affective Characteristics

A. Interests – some level of interest in expanding their knowledge of color within

art.

B. Motivation – Self-motivated to academically achieve a passing grade of “C” or

better.

C. Motivation to learn – Desire to learn the information in order to apply the new

concepts outside of the learning module.

D. Attitude Toward Subject Matter – Positive feelings toward topics of art.


E. Attitude Toward Learning – General desire to increase one’s knowledge base

of art principles.

F. Perceptions of and experience with specific forms mediation – N/A

G. Academic Self-concept – conscientiousness in academic endeavors.

H. Anxiety Level – N/A

I. Beliefs – N/A

J. Attribution of Success – Take responsibility for own success or failure.

4. Social Characteristics

A. Relationships to Peers - N/A

B. Feelings toward authority – Show respect and trust to those who are

administering the learning module.

C. Cooperation/Competition – N/A

D. Moral Development - Academic integrity

E. Socioeconomic background – N/A

F. Racial/Ethnic Background – N/A

G. Role Models – N/A

Implications of Learner Characteristics for Design

Speed of presentation:

o This is a self-paced learning module, and no additional time should

be necessary for the assessment based on this demographic.

Number of successful experiences learners should have in practice:

o Average of 3 correctly answered review questions per section

Types of statements to convince students of the relevancy of the

instruction:

o N/A: Student will determine relevance of the material by their

desire to take this elective class.

Techniques for gaining and focusing attention and frequency of the use of

these techniques:

o Aesthetically pleasing examples and color use will inherently gain

the learner’s attention and hold his or her focus.

Context of examples and practice items:

o Context of examples and practice items primarily determined by

the content. Will be age appropriate for minors.

Amount of structure and organization:

o Structure and organization will be structured as it would be for any

learner.

Medium/media of instruction:

o Implemented through computers and the target demographic will

have access to computers and computer literacy.

Level of concreteness/abstraction:

o Reduced abstraction

Grouping of students:

o Individually instructed and assessed- N/A


Size of instructional chunks:

o Instructional chunks are kept in small portions.

Response mode:

o Multiple choice through digital form.

Number and difficult of examples and practice:

o 5 practice questions per segment with varying difficulty

Type of feedback given after practice items:

o Positive feedback with explanation of correct answer.

Level of learner control:

o Self-paced, learner has control over speed.

Reading level:

o 6th

grade reading level

Vocabulary and terminology used:

o Content driven, not modified for demographic

Amount and types of reinforcement:

o Reinforcing correct answers with explanations in review question

feedback.

Amount of time allowed for instruction:

o 60 minutes

Amount and type of learning guidance, cues, and prompts provided:

o Prompting virtually non-stop.

David: Team leader

Kari, Jordan, Siarah: Group Members

For this assignment the Team Leader and all Group Members contributed equally to the

content of the Learner Analysis. There was no division of the material for this

assignment and all work was performed collaboratively as a group. The Team Leader

was additionally responsible for the submission of the assignment.


The Color Wheel – Flowchart and Storyboard

Kari Busard, Siarah Flanagan, David Liska, Jordan Henry

The area included in the red outline will have access to the side navigation bar. This bar will include Navigation to the

two Main Section headers and each lesson Title Pages. The user must complete the lessons in order. All lessons beyond

the point where the student currently is will be locked and not accessible to the user until they have completed the

previous lesson. For example, the Secondary, Tertiary, Complimentary, Split-Complimentary, Triadic, Monochromatic,

and Analogous sections are locked to the user at the start of the module. Primary and Secondary will be available through

the side navigation bar once the user has completed Primary. Primary, Secondary, and Tertiary will be available to the

user once they complete Primary and Secondary. Once a user has completed a section they can return to that section at

anytime. The side navigation bar will include the lessons that have been completed as the user progresses.


Welcome / How to Use

Interactive Color Wheel / Activate Interest

The welcome page shows the user how to navigate through the module and buttons they will see along the way. This page includes: Header: Veranda, 20, Bold, White Sub Header: Veranda, 22, Black Text: Arial, 12, black Top Nav Buttons: Platinum Series Side Nav Buttons (Not Functional): The Side Nave buttons are shown in this page for informational purposes about navigation only. They are not functional.

The Color Wheel page is an interactive page that activates interest. The user will be able to click on6 colors (ringed with black) and be shown fun facts about each respective color. Here are two examples – you can see that when I clocked the yellow circle there is information for yellow; and when I clicked the orange circle the information for the yellow was removed and the information for orange was visible. This is the same for all 6 clickable colors. This page includes: Header: Veranda, 20, Bold, White Text: Arial, 12, black Top Nav Buttons: Platinum Series Image: Color Wheel Full


Overview

Discussion Questions / Purpose

The overview page tells the user what they will be learning throughout the module. It also includes the target learner and the instructional objective. This page includes: Header: Veranda, 20, Bold, White Sub Header: Veranda, 22, Black Top Nav Buttons: Platinum Series Text: Arial, 12, black

The Discussion/Purpose page allows the user to explore their specific prior knowledge. It also allows them to understand the purpose of learning about colors. This page includes: Header: Veranda, 20, Bold, White Top Nav Buttons: Platinum Series Text: Arial, 12, black


Color Categories / Color Schemes

Chapter Title Page

The Color Categories/Color Scheme page is the header for each main section. The user will see the first of the side nav Bar on this page. From this level on, the user will be able to use the side nav bar. This page includes: Header: Veranda, 20, Bold, White Sub Header: Veranda, 22, Black Text: Veranda, 22, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories can be seen and used for navigation. Images: each color category listed.

The Chapter Title page is the header for each learning section. This page includes: Header: Veranda, 20, Bold, White Sub Header: Veranda, 22, Black Text: Bradley Hand ITC, 34, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Color Wheel


Introduction / Definition Page

Attributes Page

The Introduction/Definition page is the first page in the lesson that includes learning information. It explains the main definition for the topic of the learning lesson. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Color Wheel

The Attributes page is the second page in the lesson that includes learning information. It explains the main characteristics for the topic of the learning lesson. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Example Image


Examples Page

Non-examples Page

The Examples page is the third page in the lesson that includes learning information. It explains how to see the specific topic within a two-dimensional image. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Example Image

The Non-examples page is the fourth page in the lesson that includes learning information. It explains how a certain image does not show the attributes of the specific learning lesson. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Non-example Image


Summary

Review Questions

The summary page is the fifth page in the lesson that includes learning information. It reviews the definition and attributes of the learning lesson. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Example Image

The review pages are the sixth and seventh pages in the lesson. There will be 2 review questions at the end of each learning section. This page includes: Header: Veranda, 20, Bold, White Sub Header: Bradley Hand ITC, 22, Black Text: Arial, 12, Black Top Nav Buttons: Platinum Series Side Nav Buttons Functional): Color Categories and Lesson Title can be seen and used for navigation. Images: Questions images (some Examples, some both example and non-examples)


Formative Evaluation

The Color Wheel

Description of Learners

The first learner was Jade S., a 17-year-old female. Jade had no prior experience

with Lectora, and stated she had prior knowledge of the color wheel. She was selected to

test this module because she was one of the closest representations we could find to our

target learner, and was also known to be a reliable volunteer in the past. In her feedback

comments, Jade indicated that she felt very strongly about color. This would suggest that

she was motivated to focus on the module with depth. Additionally, Jade indicated in her

notes that she skimmed the content in her use of the module.

Our second learner was Sara K. Sara is a 16-year-old female who had no prior

experience with Lectora and stated she also had prior knowledge of the color wheel. Like

Jade, Sara was selected to test this module because she was one of the closest

representations we could find to our target learner, and was also known to be reliable for

volunteering efforts in the past. No specific attitudes or experiences Sara had regarding

this module or its content were made known to us.

Our third learner was Carter L., a 16-year-old male who had no prior experience

with Lectora and stated he also had prior knowledge of the color wheel. Consistently

with the other two learners, Carter was selected to test this module because he was one of

the closest representations we could find to our target learner. Carter did not relate that

he had an interest in the module’s content, but was motivated to help due to friendship

with one of the module designers.

Our fourth and last learner was Matt L., a 16-year-old male who had no prior

experience with Lectora, but stated he had prior knowledge of the color wheel.


Consistently with the other learners, Matt was selected to test this module because he was

one of the closest representations we could find to our target learner. Matt related no

specific prior attitudes or experiences regarding this module or its content.

the color wheel analysis documents

Documents

single color

complimentary color

base color

color schemes

color concepts

color wheel analysis

primary colors

secondary colors