Creating Colour | Online

Creating Colour

One of our artists will lead your class as we explore creating colour through movement and action. We’ll beam into your class using Google Meets and lead the session for you. We’ll have a brief meeting before the first workshop to go over workshop details and answer any questions you may have.

After you check out, you will be able to pick your starting date from our calendar.

Time:  2- 75 Minute Sessions

9 in stock

Colours are the smiles of nature.”​

– Leigh Hunt, Poet

An example...

See how we act out mixing colours

Program Outline

We use drama and movement to kinaesthetically learn about science by using our bodies to model real science concepts.

Step 1: We will teach the students the concept that we are looking at by using diagrams and videos.

Step 2: Students will have a chance to explore the concept through movement and drama – we will be animating the concept and acting it out.

Step 3: As we move through each new concept in your chosen topic, we will repeat the process of learning and acting so that the students can use their bodies to learn.

Step 4: We will provide worksheets for each topic for your students to complete either during or after our workshop sessions.


Grade 1 Alberta curriculum

Learner expectations:

  1. Identify colours in a variety of natural and manufactured objects
  2. Compare and contrast colours, using terms such as lighter than, darker than, more blue, brighter than
  3. Order a group of coloured objects, based on a given colour criterion
  4. Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or with black
  5. Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours
  6. Distinguish colours that are transparent from those that are not. Students should recognize that some coloured liquids and gels can be seen through and are thus transparent and that other colours are opaque
  7. Compare the effect of different thicknesses of paint. Students should recognize that a very thin layer of paint, or a paint that has been watered down, may be partly transparent
  8. Compare the adherence of a paint to different surfaces; e.g., different forms of papers, fabrics and plastics
  9. Demonstrate that colour can sometimes be extracted from one material and applied to another; e.g., by extracting a vegetable dye and applying it to a cloth, by dissolving and transferring a water-soluble paint
  10. Demonstrate at least one way to separate sunlight into component colours
Classroom or Group Setting:
  • Smartboard or projector or TV
  • Internet access and Google Meets
  • One computer with working microphone and webcam
  • 30 minute Meet & Greet session with your Trickster to work out details
  • Please move all chairs and desks aside to create a large open space in your room
  • Print out 1 worksheet per student
  • Willingness to provide feedback to Trickster

9 in stock

9 in stock

What Teachers are Saying

It works because students better remember what they actually do. We can come closer to a more complete understanding of how things work by acting them out.

It enhances all student learning by providing a methodology for kinaesthetic learning.

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9 in stock