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City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE

GENERAL ART MIDDLE SCHOOL A

Course #: 200101

This course is the PACED VERSION of General Art (Grade 7 – First Semester), and a requirement for culmination.

This course’s purpose is to provide a balanced visual arts program, which guides students to achieve the standards in the

visual arts. In General Art, students expand their knowledge of the visual arts while making meaningful connections

between the arts and their own experiences through a series of instructional units that combine observing and creating in

arts media: reading, writing and speaking about , and reflecting upon the arts. Arts activities focus in applying

knowledge of the elements and principle of art to units on drawing, painting, lettering, perspective, sculpture, and the

world crafts. It is aligned with Reading and Writing Standards for Literacy in History/Social Studies for Grades 6–12,

part of the Common Core State Standards (CCSS) available at http://www.cde.ca.gov/re/cc/.

Content

Material covered in this course will include the following California Visual Art Content Standards:

1.3 Identify and describe the ways in which artists convey the illusion of space (e.g., placement, overlapping,

relative size, atmospheric perspective, and linear perspective.

1.4 Analyze and describe how the elements of art and the principals of design contribute the expressive

qualities in their own works of art.

2.5 Interpret reality and fantasy in original two-dimensional and three-dimensional works of art..

3.1 Research and describe how art reflects cultural values in various traditions throughout the world.

3.2 Compare and contrast works of art from various periods, styles, and cultures, and explain how those works

reflect the society in which they were made.

4.2 Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of

art.

4.3 Take an active part in a small-group discussion about the artistic value of specific works of art, with a

wide range of the viewpoints of peers being considered.

5.3 Examine art, photography and other two- and three dimensional images, comparing how different visual

representations of the same object lead to different interpretations of its meaning, and describe or illustrate the

results.

Text

There is NO Assigned Textbook for this course.

Websites

The course website is at the Student City of Angels website www.cityofangelsschool.org. Some coursework must be

completed online. If you do not have internet access at home, you may complete online assignments from a student

computer at your school site. See your teacher for usernames and passwords.

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2

hours per day, Monday through Friday.

Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 0-59%

Weekly coursework makes up 90% of your final course grade. The Final Exam or Project will constitute the

remaining 10%.

http://www.cde.ca.gov/re/cc/

http://www.cityofangelsschool.org/

GENERAL ARTS 7A MIDDLE SCHOOL INSTRUCTIONAL GUIDE Course ID # 200101

Revised 12/5/19 of 24 www.cityofangelsschool.org

ASSIGNMENTS FOR WEEK #1: The Elements of Art and Principals of Design

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________

Essential Question: How can artists communicate using visual symbols?

(CA 1.3, 1.4)

Review Supply list attached

Artistic Perception: o Observe Teacher Selected Artwork

1) “Normandie Ocean Liner, Compagnie Transatlantique », Airbrushed Poster, Alfred Mouron, Cassandre, (French,

born in Russia) May 19, 1935 Maiden Voyage

AND

2) “Builders with Rope” Leger, Ferdinand. 1950. Oil on Canvas. (118in x 78in) Private Collection, New York.

o Student/Teacher Discussion OR Student Written Response: Principal of Design: Balance

Go To: https://www.youtube.com/watch?v=2eLaq6Yqm3o

Vocabulary: Symmetry, Asymmetry, Composition, Repetition, Geometric

o Observe Video Tutorials: “How Art Can Help Me Analyze” on khanacademy.org

o Word Bank: Create a working list of adjectives to describe each of the elements of art. Add to this lest every week.

o How to Search, Save and Title an artwork on a Word document

Google search

Click to show “images”

Choose the image you want

Hold down Control button and click mouse to get drop down menu and choose “copy image”

Open a Word document and “paste” the image to the Word Doc.

Add text to identify your work and add written responses.

Save As ……StudentName_TitleOfAssignment_ArtworkTitle…………on Desktop.

Creative Expression: o Studio Activity: Pencil, paper, colored pencils or markers

Create 1 Visual Aid for each of the following terms- Balance, Symmetry and Asymmetry (3 Visual Aids)

Objective: 1. Use the Elements of Art, focusing on Lines, Texture and Space to illustrate the definition of the 3 terms above.

2. Design each composition to fill an 8 ½ x 11 paper with a one-inch border on each of the 4 sides.

3. Exhibit evidence of 2-3 hours of studio time.

https://www.youtube.com/watch?v=2eLaq6Yqm3o



ASSIGNMENTS FOR WEEK #2: Principles of Design-Emphasis


Essential Question: How can the elements of art illustrate the Principal of Emphasis?

(CA 1.3, 1.4)

Connections to Technology: WebQuest: Examples of the Elements and Principle of Emphasis.

o GoTo: https://thevirtualinstructor.com/blog/emphasis-a-principle-of-art o Search the Internet or your textbooks for artwork you are familiar with or interests you.

Print or email the artwork to yourself for class next week.

List the Title, Artist, Medium, Size, Time/Date, Location of the work (Credit Line)

o Identify each of the Elements of Art in the artwork; add adjectives to your Word Bank.

o Observe the work closely for an element that is used for emphasis in the work.

Use the following 4 steps to analyze the artwork to try and understand its meaning or message.

Use a Post-It note to mark a specific area in the artwork to support your response. (Cite evidence to support your claim)

Aesthetic Valuing: 4 Steps of Art Criticism *****(see visual aid attached)

What do you see? How is it arranged? What does that mean? Is it successful?

o Written Response: Explain how the artist used the elements of art to illustrate the principal of emphasis?

1 Create a graphic organizer to arrange notes (words and phrases about your ideas) into paragraphs.

2 Include the credit line information

3 Compose 1 organized paragraph for each of the 4 Steps of Art Criticism into YOUR RESPONSE to the question.

4 Use adjectives from Word Bank to describe the elements you see to someone who cannot see the artwork.

o Creative Expression: Studio Activity-Popcorn Contour LINE 1 Use pencil and 8 ½ x 11 inch paper to show the contour lines of 3 pieces of popcorn

2 Each of the 3 popcorn pieces should be the size of your palm.

3 Create a composition using line to show form within a space or on a plane. (horizon line)

Extension Activity: Popcorn-Highlight and Shadow

Create another drawing of this composition adding dark, medium and light value to show highlight and shadow.

Which drawing do you prefer and why?



ASSIGNMENTS FOR WEEK #3: Cultural Values and Traditions in Art


Essential Question: How does art reflect cultural values and traditions?

(CA 3.1 and 4.2)

Artistic Perception o Observe Teacher Selected Artwork, “Five-Faced Lingham”, red sandstone, India 8

th cent, 38.7 cm, Cincinnati Museum

of Art

o Student Teacher Discussion OR Written Response: What symbols of the cultural values of India are illustrated?

Use the 4 Steps of Art Criticism to look closely at the work to find clues and make guesses. (See attachment)

Word Bank: Add adjectives to Word Bank to describe elements of art.

History and Culture o WebQuest: Spiritual Symbols in Art-Functional Forms

Search the Internet to find examples functional forms (3D artworks)

which depict cultural symbols of Islam, Hindu, Buddhism, Christianity, or Judaism

List the Credit Line information email the example to yourself for class next week.

(Word Document attached to email with Student Name, Title of assignment on the document)

Aesthetic Valuing

o Written Response: 4 Steps of Art Criticism What symbols do you find in your selected artwork? What do you see?

How did the artist arrange the elements of art? Interpret what you think the arrangement might communicate?

Considering the purpose of the artwork, is it successful?

o Create a graphic organizer to organize your ideas (notes, word, phrases) into paragraphs.

o Use Post-It notes to identify specific areas in the artwork (cite evidence) to support your statements (claims)

o Create sentences from your notes and phrases on graphic organizer, with one idea per paragraph.

(For example, you are writing about the first symbol you found in one paragraph, and then begin a new paragraph of

information about the next symbol.

o Cite the evidence you marked on the Post-It notes in your written response.

Go To Artwork: for next week………(see attached)

“The Coronation of Pepin from Fifteen Cuttings from the Histoire de Charles Martel” Loyset Liedet.

Illuminated 1470-72. Tempera colors, gold leaf, and gold paint on parchment. (9 x 7in) J. Paul Getty Museum, Los

Angeles, California

Christianity, Coronation of a King (dressed in fur cape on a throne) as a religious event, Bishops and priests are present

in the church/cathedral.

Color, Space, Principles of Repetition, Balance, Emphasis



ASSIGNMENTS FOR WEEK #4: Reality and Fantasy in Art


Essential Question: How is Reality and Fantasy represented in art?

(CA 1.4, 2.5)

Artistic Perception

o Observe Student Selected Artwork from homework (Web Quest) and Written Response OR Go To Artwork: (see attached)

“The Coronation of Pepin from Fifteen Cuttings from the Histoire de Charles Martel” Loyset Liedet.

Illuminated 1470-72. Tempera colors, gold leaf, and gold paint on parchment. (9 x 7in) J. Paul Getty Museum, Los

Angeles, California

What do you see? How are the subjects dressed? How are they arranged?

How did the artist create emphasis on the subject?

Color, Space, Principles of Repetition, Balance, Emphasis (add adjectives/adverbs to describe terms Word Bank)

o Or Go To Islamic Pattern, ceramic tile pattern. (see attached)

Use 4 Steps of Art Criticism and add words to your Word Bank.

o Observe Teacher Selected Artwork (see attached)

“Arrival Of Italian Immigrants at the Port of New York.” Silver print on gelatin. C. 1900

And

“Architectonic Angeles of Millet.” Salvador Dali, oil on canvas.73x60 cm., 1933

o Student Teacher Discussion or Written Response: Criteria for Realistic and Fantastic in Teacher Selected Artworks

Observe the artworks in color by accessing the Instructional Guide on the Student Web Page

Use a T chart to list the things that make the artworks realistic or fantastic (fantasy) Be Specific.

Ex. Realistic images of human facial features, their facial expressions, posture …AND…strange, unrecognizable subjects

o Video Tutorial: Principle of Repetition

o GoTo: https://www.youtube.com/watch?v=2eLaq6Yqm3o

o Video Tutorial: “Mr. Otter Studio-Colored pencil Drawing Techniques”

o GoTo: https://www.youtube.com/watch?v=p73ii5pKz78

Creative Expression o Studio Activity: Interpret Reality or Fantasy in Drawing or Photography (Pencil, paper, colored pencils, markers, e

Use elements of art and principles of design to illustrate a scene or symbol from Reality or Fantasy.

Create a composition to fill an 8 ½ x 11inch paper (or 5 x 7 OR 8 x 10 photo.)

Use original ideas for drawing/photo. NO STOCK PHOTOS. Student must be the photographer.

o Artist Statement: Compose an Artist Statement explaining the art making process you used.

Use the vocabulary from the lessons. (1-2 paragraphs)


https://www.youtube.com/watch?v=p73ii5pKz78



ASSIGNMENTS FOR WEEK #5: Warm Colors and Cool Colors


Essential Question: Why is color the most expressive element?

(CA 1.4, 5.13)

Artistic Perception

o Observe Student Homework: Reality or Fantasy Artwork and Written Response

What do you see? How is it Arranged? What does it mean? Is it successful?

o Observe Teacher Selected Artworks using Color Wheel (see attached)

o “Saint-Tropez: Evening Sun”. Paul Signac, 1894 Water color over traces of graphite. (10 x 8). Los Angeles County

Museum of Art.

AND

o “Rain Coming from Sing to the Sun” Ashley Bryan. American 1992, Watercolor on paper.

o Student Teacher Discussion OR Written Response: How Color Expresses Mood

Define Vocabulary: warm colors, cool colors, primary, secondary, complimentary, tint, shade, highlight, shadow.

Observe the artworks. What kinds of color do you see in each? What mood is created by the colors?

o Word Bank: Add words to describe color to your list

o Video Tutorial: COLOR Wheel. See attached visual aid

o GoTo: https://www.youtube.com/watch?v=2eLaq6Yqm3o

o GoTo: https://www.youtube.com/watch?v=EboLg1EcIvU

Creative Expression o Studio Activity: Still Life OR Scene from Literature (English 7A) See examples attached

o Suggested Selection (“The Fisherman and the Genie” Arabic Folktale from “A Thousand and One Nights”)

Use color, shape and space to depict a Still Life or Scene from a Literary Selection

Use color to emphasize the mood in the still life, or the scene in the literary selection

Create a composition which effectively uses an 8 ½ x 11 inch space

o Note: Take time plan out your composition. Use very light pencil lines to plot the location of your subjects.

o Your goal is to communicate to your viewer. You want them to understand your still/scene)

o Bring your work to class, no matter how much work is complete. Bring the work-in-progress to discuss and continue.


https://www.youtube.com/watch?v=EboLg1EcIvU



ASSIGNMENTS FOR WEEK #6: One-Point Perspective Landscape


Essential Question: How do artists use color and space to show depth in a 2D artwork?

(CA 3.2, 5.3)

Artistic Perception

o Observe Student Homework: Still Life or Scene from Literature

What do you see? How is it arranged? What does it mean? Is it successful?

o Observe Teacher Selected Artwork; “St George Killing the Dragon” Bernardo Martorell, 1430-1435.

Tempera on panel. (61 x 38), Art Institute of Chicago, Illinois.

o WebQuest: Examples of Vocabulary:

Horizon line, vanishing point, background, foreground, middle ground, parallel

o Add adjectives to Word Back to describe COLOR, SPACE

Student Teacher Discussion OR Written Response o What do you see? Describe the elements of art. What kind of color do you see?

o How is it arranged? (Overlapping shapes) Does the landscape look realistic?

o What does it mean? (Symbolism?)

o Is it successful? What do you think and why? Be specific. Cite evidence from the painting.

Connections-Technology o WebQuest-Biography of Artist Claude Monet What is he famous for?

o Observe examples of work by Claude Monet, depicting the same subject (cathedral) at different times of day,

and in different kinds of weather.

o Choose 1 artwork for discussion in class next week. Copy and paste on a word document with credit line

o Video Tutorial: One-Point Perspective Basics

GoTo: https://www.youtube.com/watch?v=adRWYWSw2XI

o Video Tutorial: Mr. Otter Studio-Colored Pencil Techniques

GoTo: https://www.youtube.com/watch?v=p73ii5pKz78

Creative Expression

Studio Activity: Still Life OR Scene from Literature CONTINUED o Use color, shape and space to depict a Still Life or Scene from a Literary Selection

o Use color to emphasize the mood in the still life, or the scene in the literary selection

o Create a composition which effectively uses an 8 ½ x 11 inch space

Continue to work on Still OR Scene, due next week.

https://www.youtube.com/watch?v=adRWYWSw2XI

https://www.youtube.com/watch?v=p73ii5pKz78



ASSIGNMENTS FOR WEEK #7: Visual Literacy- Communicating with Art


Essential Question: How can artists use the elements of art and principles of design to communicate ideas?

(CA 1.4, 3.2, 5.3)

Artistic Perception o Observe 2 Teacher Selected Artworks as example “Marilyn in Color based on Marilyn Diptych” Andy Warhol. 1962.

Silkscreen. and “Marilyn Photograph”

How do the two artworks tell a different story even though they both depict the same subject?

o WebQuest: 2 Artworks-1 Subject Search the internet, texts, or other printed sources for 2 artworks depicting the same subject.

Cut and paste the works including credit line on a WORD document or plain 8 ½ x 11 paper

(using computer or scissors and glue) see below

Aesthetic Valuing o 4 Steps of Art Criticism: look closely at the works.

Determine the theme/message, citing evidence in the artwork to support your claims.

(Remember: Your response to an artwork is your personal experience. There is no right or wrong answer)

Use the vocabulary from previous lesson to describe and communicate to other viewers.

o Written Response: Summarize your responses to the 4 Steps of Art Criticism for each artwork.

Explain the different interpretations of the meaning or message in each work.

o Analyze the results of observing 2 artworks depicting the same subject.

o Was one of the artworks more successful than the other? Why?

o What specific element or principal did the artist use to communicate their meaning or message?

*Remember: Use the clues in the artwork to make guesses. Your individual response was motivated by something in the

artwork, the definition of a term, or an experience you had in your life, etc.)*

Creative Expression o 3 Artworks, 1 Subject: Student Created Artwork on the Same Subject

o PART one of 2 week assignment-Planning

o Hints: Use Principle of Repetition to show emphasis (repeat an important symbol or motif within a space)

or use the Principle of Emphasis to show Dominance

(Ex. a composition with a symbol/element much larger than the others to emphasize the symbol etc.)

o Make 1-3 rough draft sketches of your ideas and composition before you start

o Bring rough sketches to class for evaluation/discussion with your teacher.

o Student Teacher Discussion: “How to” communicate the same subject and message.

o Students will…

1. Create an artwork using the same subject as the 2 works you observed.

2. Illustrate the same theme/message or an idea related to the theme/message in 2 works you observed.

3. Show evidence of thought and planning.



ASSIGNMENTS FOR WEEK #8: Visual Literacy-Communicating with the Principles of Design


Essential Question: How can artists use Art Criticism to understand the meaning of an artwork?

(CA 1.4, 3.2, 5.3)

Artistic Perception o Observe Student Selected “Two Artworks/One Subject” and Student Original Artwork on the same subject.

o Synthesize: Determine the meaning or message of each of the 3 works.

What message/subject is depicted by all three works?

o Analyze: What is successful about the Student Original work? What needs to be revised?

Creative Expression o Three Artworks, One Subject, Student Created Artwork on the Same Subject o PART 2 Create the Artwork (Discuss rough draft and plans with teacher)

o Students will…

1. Create an artwork using the same subject as the 2 works you observed.

2. Illustrate the same theme/message or an idea related to the theme/message in 2 works you observed.

3. Use highlight, shadow, and color to create a realistic or fantastic depiction of the subject.

o Choose your composition, and your elements and principles.

o Create a light sketch of your final composition. (You may still choose to make some changes)

Aesthetic Valuing o Observe your work and consider the 4 Steps of Art Criticism What does your viewer need to know?

o Ask a friend, family member or classmate to use the same steps. Consider their responses.

Connections: The Artworld o Compose an Artist Statement to go with your 3 part artwork series.

1. What do you want your viewers to know about each work?

2. What process or skill did you use to create this work?

3. What do you like most about it?

Connections: Technology (optional) o Create a brochure or Power Point Presentation about the Three Artworks/One Subject Project for the COA Art

Department Collection. (COAAD)

ATTACHMENTS Following Pages



WEEK #1a

“Builders with Rope” Ferdinand Leger. 1950. Oil on Canvas. (118 x 78 in) Private Collection, New York

Vocabulary: Balance, Symmetry, Asymmetry, Composition, Repetition, Geometric



WEEK #1b

“Normandie Ocean Liner, Campagnie Transatlantic”

Vocabulary: Symmetry, Asymmetry, Composition

Compare and Contrast with “Builder’s with Rope”



WEEK #3a

“Five-Faced Lingham” India, 8th

century, Red Sandstone, (15 ¼ inches), Cincinnati Art Museum

Religion: Hindu- One element is loyal devotion to a deity or god. This sculpture was found in a temple. It was used

for devotional purposes, representing Shiva the god of Destruction and Creation. The artist becomes one with the

God in order to depict the god properly. If the artwork is a success the god will inhabit the art work. It shows the

same 5 faces of Shiva, with different hairstyles and jewelry. It represents the god in just one of his many forms.

.

What do you see?

How is it arranged?



WEEK #3b

Islamic Pattern (as for tapestry or tile) used in decoration.

Principle of Repetition

Vocabulary: Radial balance, Pattern, Motif



WEEK #4a

“The Coronation of Pepin from “Fifteen Cuttings from the Histoire de Charles Martel”.

Loiset Liedel, Flemish. 1470-72. Illuminated tempera colors, gold leaf and gold paint on parchment. (9 x 7 inches.) J.

Paul Getty Museum, Los Angeles

Christianity, Coronation of a King (dressed in fur cape on a throne) as a religious event, Bishops a priests are present in the

church or cathedral.

Observe the Color and Space, Principles of Repetition: Balance, Emphasis



WEEK #4b

“Arrival Of Italian Immigrants at the Port of New York.” Lewis Hine. Silver print on gelatin. C. 1900 Library of Congress,

Washington, D.C.

Vocabulary: realistic, portrait, contrast, (words to describe..) space

(artist uses highlight, shadow and space to depict the subjects in a realistic setting, posing for a portrait)

What is the story of the people in the photograph?

Support your claims with evidence from the text (photograph).



WEEK #4c

“Architectonic Angeles of Millet” Salvador Dali. Oil on Canvas. (73 x 60 cm). 1933

Vocabulary: Fantasy, Landscape, Form, Space

What do you see? How is it arranged? What does it mean? Is it successful?

What makes this artwork look realistic? What make it look like fantasy?

Compare this to the following artwork. (“Immigrants” photograph)



WEEK #5a

COLOR WHEEL



WEEK #5b

“St Tropez: Evening Sun” Paul Signac. 1894. Water color over traces of graphite. (10 x 8) Los Angeles Museum

of Art

o What do you see? Describe the colors and the lines.

o How is it arranged? Observe how the composition is divided.

o Do you recognize the subject?

o How is the color on the left different from the color on the right?

o What does it mean? What mood is created by the use of color and line?

o Is it successful? Does the painting remind you of something, make you think of some place you would like to

be, or give some other emotional response?

o Compare this work to the next attachment



WEEK #5c

“Rain Coming from Sing to the Sun” Ashley Bryan, 1992, Watercolor on Paper.

o What do you see? (Observe colors, lines, shapes)

o How is it arranged? (Observe repetition, contrast, balance)

o What does it mean? (Infer mood, feeling or emotion)

o Is it successful? (Discuss possible purposes, messages, themes, etc.)



WEEK #5d

Example of drawing depicting a scene from literature

The Fisherman and the Genie

From “A Thousand and One Nights”



WEEK #6

“St George Killing the Dragon” Bernardo Martorell, Spanish. 1430-35. Tempera on Panel. 61 x 38 inches.

The Art Institute of Chicago.

o What do you see? How is it arranged? What does it mean? Is it successful?

Landscape is seen from aerial view. But St George and the Princess are seen head on details in the work to tell a story

to the common folk - mostly illiterate - George lived during the 3rd

century in the Middle East. But Martorell shows

him in a European landscape that is familiar to the viewer.

Color: Pale, pastel, tints of orange, pink and grey, shades of brown

Space: Busy, full crowded, active



WEEKS #7 & #8



Rubric for Studio Activities

Rubric 4 meets all objectives listed on IG.

shows evidence of thought and planning

effectively uses skills from lesson

effectively illustrates vocabulary from lesson

exhibits good craftsmanship

Rubric 3 meets all objectives listed on IG

some evidence of thought and planning

uses skills from the lesson

illustrates vocabulary from lesson

exhibits mostly good craftsmanship

Rubric 2 meets most of the objectives

needs more thought and planning

attempts to use skills from lesson

some vocabulary illustrated from lesson

some areas of good craftsmanship

Rubric 1 meets only 2 objectives or less

little to no evidence of thought and planning

missing/poor skills from lesson

little to no vocabulary illustrated the lesson

poor craftsmanship NOTE: Studio Activity objectives represent real life scenarios of meeting the criteria of an employer or professor. Student drawing ability, creativity, innovation is not required to get a 4, so that high scores are possible for students of all abilities.



Content Support

Elements of Art- Basic parts an artist uses to create an artwork with understanding. Most commonly referred to as

LINE, COLOR, TEXTURE, SHAPE, FORM, SPACE, and sometimes VALUE.

Principals of Design- Artists arrange the elements of art in to a desired composition using the principals of design.

Balance, Pattern, Repetition, Rhythm, Unity, Harmony, Dominance, Emphasis. (An artist may choose to emphasize

an idea using color)

Art Criticism: 4 Steps to Looking at Art

What do you see?

Describe the elements of art you see in an art work.

How is it arranged?

Observe the decisions the artist made to compose the work, such as bright and dark colors placed next to each other to

make something stand out.

What does it mean?

The decisions the artist made were meant to communicate something to the viewer, such as showing how far away an

object is from the subject to communicate the struggle to get it.

Is it successful?

If you think about these clues and consider the purpose of the artwork, you can decide if it is successful or not.

Forming an opinion and making a judgement is more effective when we have observed the work, perceive the

elements and what the arrangement tells us, and sort out the things that make the work successful or not.

Color Theory

Color is the most expressive element of art. We use color to describe emotions or feeling like “red with anger” or

“green with envy”

Hue-The family of colors such as Baby Blue, Indigo Blue, Cobalt Blue, Dodger Blue, etc.….

Value-How dark or how light a color is

Intensity-How pure, or saturated, a color is. Adding black or white to a color makes it less saturated.

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