Handout 4.8: Color Wheel, Room Cards, and Pitch Sheet

Name: ______________________________ Date: ______________ Station: ______ Sub-team: ______

Directions: Day 1, fill in Part 1 while we go through the wheel, Part 2 while I mix, and Part 4 with your sub-team after you get your card. Day 2, use Part 4 to mix, Part 5 to pitch, and Part 6 goes in your project folder and stays there until Lesson 4.14. Keep this whole sheet. You will need the color words on the vocabulary check.

The rule for Day 2, said once and held all period: design, not food. Nobody eats, nobody licks a spoon, nobody takes materials from another station. Hands washed before and after. Everything stays on the parchment. Frosting goes in the trash bag, never in the sink.

Word bank in other languages

These are working translations. The English word stays on every card, because the English word is the one you will see on a paint chip in a store.

Note for the teacher: the older vocabulary cards printed the Turkish short forms ANA, ARA, AÇIK, and KOYU with no diacritics. Both forms are fine to say out loud, and a student who learned the card word will recognize the longer noun here.

Part 1: The color wheel

Teacher: print the wheel as a circle divided into 12 equal wedges, each wedge blank and outlined, with a short line running out from each wedge to a blank label box. Number the wedges 1 to 12 clockwise starting at the top. Draw one straight dashed line straight down the middle of the circle, top wedge to bottom wedge, and put the words WARM SIDE and COOL SIDE in boxes to the left and right of the circle for students to fill in.

Fill in the wheel as we go:

1. Write the three primary colors in wedges 1, 5, and 9. Circle each one and write P beside it.
2. Write the three secondary colors in wedges 3, 7, and 11 (each one sits between the two primaries that make it). Write S beside each.
3. Write any two tertiary colors in the wedges that are left. A tertiary color is a primary plus the secondary next to it. Write T beside each.
4. Color or shade the warm side lightly and label both sides.

Answer these as we go:

The three primary colors are __________________, __________________, and __________________.

They are called primary because ____________________________________________________.

The warm colors are __________________, __________________, and __________________.

The cool colors are __________________, __________________, and __________________.

One tertiary color and how it is made: __________________ = __________________ + __________________

One place in a home besides a wall where color matters: ______________________________

Part 2: Three things (fill in during the demo)

Why not black for a shade? _________________________________________________________

How much gel is "a touch"? ________________________________________________________

What warm colors do to a room: ____________________________________________________

What cool colors do to a room: ____________________________________________________

Part 3: The Room Cards

Teacher: print one card per sub-team on card stock and cut them apart. Four Room Cards and two Challenge Cards make six panels, which is one per sub-team at three stations of seven. A third Challenge Card is printed below if you run a seventh sub-team or want the shared-bedroom version Lesson 4.8 names.

ROOM CARD 1: THE BATHROOM
Mood: calm
Who uses it: everyone in the house, one at a time, usually in a hurry in the morning.
What the room has to do: wake a person up, get them clean, and not feel crowded. It is the smallest room in the house and it has no window.
Your palette must include: one secondary color, one tint, one shade.
One thing to think about: a small room with no window feels smaller if the color is dark. Which side of the wheel helps?

ROOM CARD 2: THE KITCHEN
Mood: warm and welcoming
Who uses it: a family of five, and whoever else walks in. Somebody is cooking in it almost every hour of the day.
What the room has to do: make people want to stay in it, and make food look good.
Your palette must include: one secondary color, one tint, one shade.
One thing to think about: restaurants pick their colors on purpose. Which side of the wheel makes people hungry?

ROOM CARD 3: THE GAME ROOM
Mood: energetic
Who uses it: two middle schoolers and their friends, after school and on weekends. It is in the basement.
What the room has to do: feel awake, hold noise, and be the room people want to be in.
Your palette must include: one secondary color, one tint, one shade.
One thing to think about: energetic is not the same as loud. If every wall shouts, where does your eye rest?

ROOM CARD 4: THE HOME OFFICE
Mood: focused
Who uses it: one parent who works from home at a desk for eight hours, on video calls half the day.
What the room has to do: help a person concentrate, and look plain behind them on a screen.
Your palette must include: one secondary color, one tint, one shade.
One thing to think about: what color behind a person on a call makes them easy to look at, and what color is distracting?

CHALLENGE CARD A: A BEDROOM FOR A GRANDPARENT WITH LOW VISION
Mood: restful, and easy to see
Who uses it: a grandmother who has moved in with the family. She can see shapes and strong differences but not small details or soft edges. She uses a cane at night.
What the room has to do: feel restful enough to sleep in, and let her find the door, the edge of the bed, and the light switch without asking anyone.
Your palette must include: one secondary color, one tint, one shade, and one place on your panel where a light color meets a dark one on purpose.
The family constraint you cannot ignore: she has to be able to see where the floor ends and the wall begins, and where the bed edge is. A room of soft pale colors that all blend together is restful and useless to her.
One thing to think about: calm usually means pale. Pale everywhere removes the edges. How do you get both?

CHALLENGE CARD B: A BEDROOM FOR A NIGHT SHIFT WORKER
Mood: calm, and dark enough to sleep in daylight
Who uses it: an uncle who works nights at a hospital. He gets home at 8 in the morning and sleeps until 4 in the afternoon. Two younger cousins are awake and loud in the house the whole time he is asleep.
What the room has to do: make a bright afternoon feel like night, and still not feel like a cave when he is awake in it.
Your palette must include: one secondary color, one tint, one shade.
The family constraint you cannot ignore: the sun hits this room's window straight on from noon to four. A pale, bright palette will bounce that light around the room.
One thing to think about: you need the room dark for sleeping and not depressing for the hours he is awake. Where on your panel does the dark go, and where does the light go?

CHALLENGE CARD C (optional third challenge): A SHARED BEDROOM FOR TWO KIDS WHO FIGHT
Mood: calm enough to sleep, interesting enough to want to be there
Who uses it: a 12-year-old and an 8-year-old who share one room and argue about everything in it.
What the room has to do: give each of them something that is theirs, and still look like one room.
Your palette must include: one secondary color, one tint, one shade.
The family constraint you cannot ignore: whatever you give one side, the other side gets something equal. One color cannot win.
One thing to think about: can two halves of a room be different and still match? Which principle from Lesson 4.7 is that?

Part 4: The mixing plan (fill in Day 1, use Day 2)

Our room: ______________________________ Our mood: ______________________________

Who uses this room: _______________________________________________________________

Check the boxes before you start mixing:

☐ One of ours is a secondary color (which one: __________)
☐ One of ours is a tint (which one: __________)
☐ One of ours is a shade (which one: __________)
☐ Our palette is mostly warm / mostly cool (circle one), and that matches the mood because ____________________________________________

Our panel will show: the wall, the floor, and one piece of furniture, which is a __________________.

Practice swatch: before you paint the panel, put one dab of every color on your small plate and hold it next to the mixing plate. Is it the color you wrote down? If not, what is it missing?

Part 5: The 30-second pitch sheet

You hold up the panel and talk for 30 seconds. Fill this in first and read it off the sheet if you want to. Everybody on the sub-team says at least part of it.

The frame:

"Our room is the ______________________, and the mood is ______________________.

The people who use it are ______________________, and they need it to ______________________.

We chose ______________________ for the ______________________ so the family can ______________________.

We made a tint by ______________________ and a shade by ______________________.

Our palette is mostly ______________ colors, which is the ______________ side of the wheel, and that fits this room because ____________________________________________."

Use these four words somewhere in your pitch and check them off as you rehearse: ☐ primary ☐ secondary ☐ tint or shade ☐ warm or cool

One question the class might ask us, and our answer:

Q: _______________________________________________________________________________

A: _______________________________________________________________________________

Part 6: The color card (cut this off and put it in your project folder)

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MY COLOR CARD. Keep this. You use it in Lesson 4.14 when you paint your model, and Rubric 04 asks for a color scheme with a reason.

Name: ______________________________ Period: ______

My palette is mostly warm / cool (circle one).

The mood it makes: ______________________________

One sentence I can reuse: "I chose ______________________ because ______________________________________."

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