Art/STEAM Lesson: Designing Album Covers and Fashion Using Color Theory

OVERVIEW ESSENTIAL QUESTION What is the science behind color theory, and how is it used in fashion and design?

OVERVIEW

It starts with a black canvas. A shape is added—three slender white lines merging to form a triangle. Then, from a source unknown, a beam of light shoots in from the left, hitting the triangle at such a precise upward angle that it miraculously travels through it, spilling out the Design: Hipgnosis other side in a perfect rainbow of color. It descends at an even pace until it passes beyond the right border of the canvas and vanishes just as mysteriously as it appeared. It’s just an image— there’s no sound involved—yet it has become a visual icon of Rock music.

The cover of ’s Dark Side of the Moon is one of the most celebrated pieces of album artwork and commercial art ever created. The design, created by and of the London-based photography and design collective Hipgnosis (with help from George Hardie), has been printed on the packaging of over 50 million recordings, and some suggest than a billion people have laid eyes upon it.

The Dark Side of the Moon album cover is a reference to a scientific discovery that has influenced visual artists for centuries. In the 1660s, English mathematician, astronomer and scientist Sir Isaac Newton began experimenting with light by holding a prism against a window. Through these experiments, he demonstrated that light is responsible for creating color. His further investigations led to the creation of the principles of color theory, which today remains an essential tool for artists and designers alike.

In this lesson, students learn about the color theory, and use the color wheel to analyze musician fashion and album covers. They then draw upon the color wheel as a tool to design their own album covers.

BOOK 4: FRAGMENTATION ART/STEAM LESSON: DESIGNING ALBUM COVERS AND FASHION USING COLOR THEORY

OBJECTIVES

Upon completion of this lesson, students will:

1. KNOW (KNOWLEDGE): 2. MASTERY OBJECTIVE:

• The scientific principles of color theory • Students will be able to demonstrate the principles of color theory through the analysis • What the color wheel is and how it functions and creation of visual art and fashion. as a design tool in visual arts and fashion

MOTIVATIONAL ACTIVITY

1. Ask students:

• When you get dressed in the morning, how do you choose the various pieces of your outfit?

• Do you consider the combinations of colors you wear?

• Do you feel any combinations look particularly well on you?

• Are there any colors you won’t put together? Why?

2. Distribute Handout 1 - Musician Fashion. After completing the handout, have students volunteer to discuss their answers.

ACTIVITIES

PROCEDURE • What does the innermost circle show? 1. Tell students that today they will be (Students should note the primary examining the role color theory plays in colors.) creating visual designs. • What does the middle circle show? What are those colors combinations of? 2. Display Image 1 - The Color Wheel, and tell students that the foundation of color theory • What does the outermost circle show? is represented in the color wheel. Ask What are those colors the combination students: of? • Have you seen a chart like this before? 3. Distribute Handout 2 - Color Theory to each • What does this chart seem to be student. Ask students to read the handout, representing? and, drawing upon what they learned, note on a piece of paper the color theory principles of the costume they chose in the

BOOK 4: FRAGMENTATION ART/STEAM LESSON: DESIGNING ALBUM COVERS AND FASHION USING COLOR THEORY

previous activity. Their notes should include • While doing the gallery walk, what did the color categories (primary, secondary, you notice about the relationship between tertiary) and the various kinds of color color and the emotional effect an album harmony (monochromatic, complementary, cover had on you? Did some colors or analogous, triadic) that are used in the color combinations consistently make you costume. Have students volunteer to share feel a certain way? their analysis. Then ask students: • Which album covers had easily • Which costumes do you think used identifiable principles of color harmony, principles of color harmony? Which did as described in Handout 2? In which not? covers were color harmony principles harder to identify? • Where do you think black and white fits in with principles of color harmony? • Do you think the album covers that Why might they not be included? adhered to the color harmony principles (Black and white are usually considered described in Handout 2 worked better “neutrals” to designers. Scientifically, than those that broke the rules? Why or they are generally are not considered true why not? “colors,” because black is the absence of light and white is a combination of all the 6. Tell students that all the albums they colors.) examined during the gallery walk were included in Billboard’s list of best album • If black and white are ignored as covers of 2017. Ask students: “neutrals,” do more outfits on the handout adhere to the principles of color • In what ways do you think the use theory? of color might have contributed to the inclusion of these albums on the 4. Tell students they will be now analyzing Billboard list? how principles of color theory may be used in album covers. Hang up the Gallery Walk • Which albums do you think might have images around the classroom, and pass out been included on the list thanks to their to each student Handout 3 - Gallery Walk color harmony principles? Worksheet. Tell students to walk around the classroom and take notes on each album • For which albums might have color been cover using Handout 3. They should feel free less important than other design factors? to consult Handout 2 as a reminder of color theory principles. • Do you agree with Billboard? Did you find these album covers to be well designed? 5. After the gallery walk, ask students to share Why or why not? their favorite album cover, and the notes they took on Handout 3 on the use of color on the album cover. Continue until most of the album covers featured in the gallery walk have been addressed. Ask students:

BOOK 4: FRAGMENTATION ART/STEAM LESSON: DESIGNING ALBUM COVERS AND FASHION USING COLOR THEORY

SUMMARY ACTIVITY

1. Make your own album cover! In groups of 3-4, ask students to pretend they are in a band together and are designing the cover of their first album. Allow time for groups to discuss what kind of band they imagine being (heavy metal, rap, country, etc.), and design an album cover that reflects their band’s music.

2. Collect and display the student-designed album covers. For each album cover, ask the class:

• How might have the color wheel been utilized for this design?

• What emotion is conveyed in this design?

• If you had to guess, what kind of music might be featured on an album that looks like this?

3. After asking the class questions, ask the group to describe the motivation behind their album cover:

• What emotion or feeling were you trying to convey with this design?

• How did you use the color wheel as an aid in designing this album cover?

• Were you thinking of any particular style of music when designing this album?

• Did anything surprise you about the class’s reaction to your design? Did they respond to it in a way that surprised you?

EXTENSTION ACTIVITY

1. After creating an album cover, use Extension Activity-Fashion Design Template to have student groups design a costume that would be appropriate for the imaginary band they are in.

2. Do some online research on color psychology and the way colors might evoke certain emotions. Then, think about one of your favorite albums: do the colors on the cover match the emotions of the music? Using the album you chose as evidence, consider the validity of the ideas behind color psychology—do the theories of color psychology match the color and emotion combination featured in the album you chose?

BOOK 4: FRAGMENTATION ART/STEAM LESSON: DESIGNING ALBUM COVERS AND FASHION USING COLOR THEORY

STANDARDS NATIONAL CORE ARTS STANDARDS

Creating

Anchor Standard #1: Generate and conceptualize artistic ideas and artwork.

Anchor Standard #2: Organize and develop artistic ideas and work.

Anchor Standard #3: Refine and complete artist work.

Performing/Presenting/Producing

Anchor Standard #4: Select, analyze and interpret artistic work for presentation.

Anchor Standard #5: Develop and refine artistic technique and work for presentation.

Anchor Standard #6: Convey meaning through the presentation of work.

Responding

Anchor Standard #7-Perceive and analyze artistic work.

Anchor Standard #8-Interpret intent and meaning in artistic work.

Anchor Standard #9- Apply criteria to evaluate artistic work.

Connecting

Anchor Standard #10-Synthesize and relate knowledge and personal experiences to make art.

Anchor Standards #11-Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.

BOOK 4: FRAGMENTATION ART/STEAM LESSON: DESIGNING ALBUM COVERS AND FASHION USING COLOR THEORY

RESOURCES

HANDOUTS • Handout 1 - Musician Fashion • Handout 2 - Color Theory • Handout 3 - Gallery Walk Worksheet • Extension Activity - Fashion Design Template

BOOK 4: FRAGMENTATION