Theatre Design & Technology - Spring 2013 - 33

students this is not always so simple. To help
them, the best method is to relabel the colors.
Create samples of the media to be labeled on a
piece of paper. Discuss with the students what
they see; some colors may be correct. Leave
these labeled as is. For other colors, have them
describe what the colors looks like; for example, red lipstick, cherries, apple, ketchup red
are some descriptions for red. In identifying
colors using descriptions and adjectives, I use
masking tape and a permanent marker to label
them. I prefer the tape, as it may be necessary to
relabel the colors for each separate project.
Make sure that each of the pencils, paints,
or markers is labeled similarly. Encouraging
students to use all the same brand of color media is also helpful. As they get used to using the
"sky blue" in one media, they can begin to trust
the "sky blue" in a different media from the
same manufacturer.
2. Creating a color palette
A second method for working with students is
to help them create a color palette for a specific
sketch or design project. As many of my class
projects use imagery to communicate ideas,
these readily translate into the creation of a
color palette. Encourage students to talk about
the color they are aiming for by using common
items, descriptions, or images. Asking questions such as, "Does it look like what you see
as green grass?" "Is it the color of fall leaves?"
can help to create the color palette. Students
can arrange these images as a collage or color
wheel. They can then use this when color mixing and matching as they work on the rendering
for their project. Students can easily match the
color pencils to make sure they are getting the
color they desire.
3. Completing the color rendering
An additional method to assist students involves
a little more work on your part. For costume and
scenic renderings, have the student create the
pencil sketch first. Complete a tracing paper copy
of the drawing that you and the student can label
with colors. After discussing the location of each
of the base colors, have the student label the tracing paper copy. Place a number or letter in each
of the different areas of color. This begins to turn
the sketch into a paint-by-number rendering.
The next part of this process involves
matching the color media to the color palette
developed earlier. If the colors are not straight
from the tube or pencil and require mixing,
this should be sorted out now. Once the colors
of media are selected, a color key can be de-

Two photo collages of images that represent the kinds of colors a
student wants to use in a specific sketch or design project. Paint
samples matching some of the hues in the photographs are labeled to
facilitate color mixing.

veloped that matches the actual colors to the
labeled drawing. I have on occasion painted
or colored small samples of the colors on
the tracing paper. Some students just label
the media with the same letter or number as
the tracing paper. Once the student has this
in hand, applying the color becomes a very
simple task. Once the initial colors are applied, the student can then add shading and
highlight to the color to arrive at a finished
rendering. This can be done with the addis p r i n g 2013

tion of black, white, or a mixing of colors to
create the effect desired. The student may require some additional assistance to mix colors. The palette developed earlier may help in
matching these mixed colors. When students
begin to mix color pigments, it is important to remember that the more colors you
mix together, the duller and more drab the
color becomes, because pigments swallow
wavelengths of light. What they don't absorb
bounces back at our eye creating the visible
theatre design

& technology

31



Table of Contents for the Digital Edition of Theatre Design & Technology - Spring 2013

Contents
Theatre Design & Technology - Spring 2013 - 1
Theatre Design & Technology - Spring 2013 - 2
Theatre Design & Technology - Spring 2013 - 3
Theatre Design & Technology - Spring 2013 - Contents
Theatre Design & Technology - Spring 2013 - 5
Theatre Design & Technology - Spring 2013 - 6
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