# A Color Notation/A Color System and Course of Study

PART II.
A COLOR SYSTEM AND COURSE OF STUDY BASED ON THE COLOR SOLID AND ITS CHARTS.
Arranged for nine years of school life.
GLOSSARY OF COLOR TERMS.
Taken from the Century Dictionary.
INDEX
(by paragraphs).
A COLOR SYSTEM AND COURSE OF STUDY
BASED ON THE COLOR SOLID AND ITS CHARTS, ADAPTED TO NINE YEARS OF SCHOOL LIFE,
| Grade. | Subject. | Colors Studied. | Illustration. | Application | Materials. |
| 1. | Hues of color. | Red. R. Yellow. Y. Green. G. Blue. B. Purple. P. | Sought in Nature and Art | Borders and Rosettes. | Colored crayons and papers. |
| 2. | Hues of color | Yellow-Red. R. Green-Yellow. Y. Blue-Green. G. Purple-Blue. B. Red-Purple. P. | Sought in Nature and Art. | Borders and Rosettes. | Colored Crayons and papers. |
| 3. | Values of color. | Light, middle, and dark R. Light,„ middle,„ and„ dark„ Y. Light,„ middle,„ and„ dark„ G. Light,„ middle,„ and„ dark„ B. Light,„ middle,„ and„ dark„ P. | Sought in Nature and Art | Design | Color Sphere |
| 4. | Values of Color. | 5 values of YR. 9/ ,7/ ,5/ ,3/ ,1/ . 5„ values„ of„ YR. 5„ values„ of„ GY. 5„ values„ of„ BG. 5„ values„ of„ PB. 5„ values„ of„ RP. |
| 6. | Chormas of color | 3 Chromas of YR 5/  3„ Chromas„ of„ GY 5/  3„ Chromas„ of„ BG 5/  3„ Chromas„ of„ PB 5/  3„ Chromas„ of„ RP 5/  3„ Chromas„ of„ R 7/  and R 3/  3„ Chromas„ of„ Y 7/  and Y 3/  3„ Chromas„ of„ G 7/  and G 3/  3„ Chromas„ of„ B 7/  and B 3/  3„ Chromas„ of„ P 7/  and P 3/ | Sought in Nature and Art. | Design | Color Tree. |
| 7. | To OBSERVE IMITATE color by HUE, VALUE, and CHROMA & WRITE | To OBSERVE IMITATE color by HUE, VALUE, and CHROMA & WRITE | " | " | Paints. |
| 8. | Quantity of color. Pairs of equal area and unequal area Balanced by HUE, VALUE, and CHROMA. | Quantity of color. Pairs of equal area and unequal area Balanced by HUE, VALUE, and CHROMA. | " | " | Paints. |
| 9. | Quantity of color. Triads of equal area and unequal area Balanced by HUE,VALUE, and CHROMA. | Quantity of color. Triads of equal area and unequal area Balanced by HUE,VALUE, and CHROMA. | " | " | Paints. |
Copyright, 1904, by A. H. Munsell.
101
STUDY OF SINGLE HUES AND THEIR SEQUENCE. Two Years.
FIRST GRADE LESSONS.
| 1. | Talk about familiar objects, to bring out color names, as toys, flowers, clothing, birds, insects, etc. |
| 2. | Talk about familiar objects, to bring out color names, as toys, flowers, clothing, birds, insects, etc. |
| 3. | Show soap bubbles and prismatic spectrum. |
| 4. | Teach term hue. Hues of flowers, spectrum, plumage of birds, etc. |
| 5. | Show Middle Red. Find other reds. |
| 6. | Show middle„ yellow. Find other„ yellows, and compare with reds. |
| 7. | Show middle„ green. Find other„ greens, and compare with„ reds„ and yellows. |
| 8. | Show middle„ blue. Find other„ blues, and compare with„ preceding hues. |
| 9. | Show middle„ purple. Find other„ purples, and compare with„ preceding hues.„ |
| 10-15. | Review five middle hues, match with colored papers, and place in circle. |
| 16-20. | Show coLor SPHERE. Find sequence of five middle hues. Memorize order. |
| 21. | Middle red imitated with crayon, named and written by initial R. |
| 22. | Middle„ yellow imitated„ with crayon,„ named„ and written„ by inital„ Y. |
| 23. | Middle„ green imitated„ with crayon,„ named„ and written„ by inital„ G. |
| 24. | Middle„ blue imitated„ with crayon,„ named„ and written„ by inital„ B. |
| 25. | Middle„ purple imitated„ with crayon,„ named„ and written„ by inital„ P. |
| 26-30. | Review, using middle hues in borders and rosettes for design. |
SECOND GRADE LESSONS.
| 1-3. | Review sequence of five middle hues. |
| 4. | Show a hue intermediate between red and yellow. Find it in objects. |
| 5. | Show a hue intermediate. Compare with red and yellow. |
| 6. | Recognize and name YELLOW-RED. Match, imitate, and write YR. |
| 7-8. | Show GREEN-YELLOW between green and yellow. Treat as above, and write GY. |
| 9-10. | Show„ BLUE-GREEN between„ blue and green. Treat„ as above,„ and write„ BG. |
| 11-12. | Show„ PURPLE-BLUE between„ purple and blue. Treat„ as above,„ and write„ PB. |
| 13-14. | Show„ RED-PURPLE between„ red and purple. Treat„ as above,„ and write„ RP. |
| 15-20. | Make circle of ten hues. Place Intermediates, and memorize order so as to repeat forward or backward. Match, imitate, and write by initials. |
| 21-25. | Find sequence of ten hues on color sphere. Compare with hues of natural objects. |
| 26-30. | Review, using any two hues in sequence for borders and rosettes. |
STUDY OF SINGLE VALUES AND THEIR SEQUENCE. Two Years.
THIRD GRADE LESSONS.
FOURTH GRADE LESSONS.
STUDY OF SINGLE CHROMAS AND THEIR SEQUENCES. Two Years. FIFTH GRADE LESSONS.
| x | 1 | 2 | 3 |
| 1. | Review sequences of hue and value.Find them on the color sphere. Name, match, imitate, write, and arrange them by hue and value. | Review sequences of hue and value.Find them on the color sphere. Name, match, imitate, write, and arrange them by hue and value. | Review sequences of hue and value.Find them on the color sphere. Name, match, imitate, write, and arrange them by hue and value. |
| 2. | Teach use of term CHROMA. | Compare three chromas with three values of red. | Compare three chromas with three values of red. |
| | | Name them weak, middle, and strong chromas. | Name them weak, middle, and strong chromas. |
| | | Find in nature and art. |
| 3. | THREE CHROMAS of red. | Compare with three of blue-green. |
| 4. | {[nil}} | Show COLOR TREE. Suggest unequal chroma of hues. |
| 5. | Three chromas of„ Yellow. | Compare with three chromas of purple-blue. |
| 6. | Three chromas of„ green | Compare„ with three chromas„ of red-purple. |
| 7. | Three chromas of„ Blue | Compare„ with three chromas„ of | yellow-red. |
| 8. | Three chromas of„ purple | Compare„ with three chromas„ of Green | Compare„ with three chromas„ of green-yellow. |
| 9. | Arrange five middle hues in circle, described as on the surface of the Color Sphere (middle chroma), with weaker chromas inside, and stronger chromas outside, the sphere. |
| 10. | Review,—to find these sequences of chroma in nature and art. |
SIXTH GRADE LESSONS.
| 1. | Review sequences combining three chromas, five hues. and middle value. Find on Color Tree, name, match, imitate, and arrange them. |
| 2. | three | chromas | of | LIGHTER | and | DARKER RED. | Compare with middle red. |
| 3. | Write | chromas | of | LIGHTER | and | DARKER RED. | as a fraction, chroma under value, using 3,5, and 7. Thus R 5/7. |
| 4. | Find | | chromas | of | LIGHTER | and | RED and compare with darker blue-green. |
| 5. | Three chromas of lighter and darker yellow, | with | purple-blue. |
| 6. | Three chromas of lighter and darker Green, | with | red-purple |
| 7. | Three chromas of lighter and darker Green, | with | red-purple |
| 8. | Three chromas of lighter and darker Purple, | with | green-yellow |
| 9. | Colors in nature and art, defined by hue, value, and chroma. Named, matched, imitated, written, and arranged by Color Sphere and Tree. |
| 10. | Review,—to find sequences combining three chromas, five values, and ten hues. |
COLOR EXPRESSION IN TERMS OF THE HUES, VALUES, AND CHROMAS.
SEVENTH GRADE LESSONS.
| 1. | Review sequences of hue (initial), value (upper numeral), & chroma (lower numeral). |
| 2. | Review„ sequences of hue (initial),„ value (upper numeral),„ & chroma (lower numeral).„ |
| 3. | Exercises in expressing colors of natural objects by the notation, and tracing their relation by the spherical solid. |
| 4. | Exercises in expressing colors of natural objects by the notation, and tracing their relation by the spherical solid. |
| 5. | Reds in Nature and Art, imitated, written, and traced by the spherical solid.„ |
| 6. | Yellows in Nature and Art, imitated, written, and traced by the spherical solid.„ |
| 7. | Greens in Nature and Art, imitated, written, and traced by the spherical solid.„ |
| 8. | Blues in Nature and Art, imitated, written, and traced by the spherical solid.„ |
| 9. | Purples in Nature and Art, imitated, written, and traced by the spherical solid.„ |
| 10. | One Color Pair selected, defined, and arranged for design. (See note 4th Grade.) |
EIGHTH GRADE LESSONS.
| 1. | Review sequences, and select colors which balance. Illustrate the term. |
| 2. | Balance of light and dark,—weak and strong,—hot and cold colors. |
| 3. | Red and blue-green balanced in hue, value, and chroma, with equal areas. |
| 4. | Yellow and purple-blue balanced in hue, value, and chroma, with equal areas. |
| 5. | Green and red-purple balanced in hue, value, and chroma, with equal areas. |
| 6. | Blue and Yellow Red balanced in hue, value, and chroma, with equal areas. |
| 7. | Purple and green-yellow balanced in hue, value, and chroma, with equal areas. |
| 8. | Unequal Areas of the above pairs, balanced by compensating qualities of hue, value, and chroma. Examples from nature and art. |
| 9. | Unequal Areas of the above pairs, balanced by compensating qualities of hue, value, and chroma. Examples from nature and art. |
| 10. | One color Pair of unequal areas selected, defined, and used in design. |
NINTH GRADE LESSONS.
| 1. | Review balance of color pairs, by area, hue, value, and chroma. |
| 2. | To recognize, name, imitate, write, and record them. |
| 3. | Selection of two colors to balance a given Red. |
| 4. | Selection of two colors to balance a given Yellow. |
| 5. | Selection of two colors to balance a given Green. |
| 6. | Selection of two colors to balance a given Blue. |
| 7. | Selection of two colors to balance a given Purple. |
| 8-10. | Triad of color, selected, balanced, written, and used in design. |
* ↑ The term middle, as used in this course of study, is understood to mean only the five principal hues which stand midway in the scales pf value and chorma. Strictly speaking, their five intermediates are also midway of the scales; but they are obtained by mixture of the five principal huse, as shown in their names and are of secondary importance.
* ↑ These ten lessons in.this and succeeding grades are devoted to color perception only. Their application to design is a part of the general course in drawing, and will be so considered in the succeeding grades. Note that, although thus far nothing has been said about complementary hues, the child has been led to associate them in opposite pairs by the color sphere. (See Chapter III., p. 76.)