Unit 5: Working Through Uncomfortable Feelings

Emotional Triggers: Students will know that colors can act as "shortcuts" to memories or feelings.

Validation of Feelings: Students will know that it is okay to have "uncomfortable" feelings and that those feelings are valid data for art-making.

The Power of Constraint: How limiting choices (using only one color) can actually expand creativity by forcing a focus on other elements of art like line, shape, and form.

Color Theory (Monochromatic): The technical understanding of how to create a full range of expression using only one hue through its tints (adding white), shades (adding black), and tones (adding gray).

Psychology of Color: The realization that color meaning is subjective and can be reshaped through intentional artistic use.

Media Properties: How different materials (e.g., the chalky texture of pastels vs. the slickness of acrylic) can change the "mood" of the same color.

The Selection: Scan a wide variety of color swatches and select their "Aversion Color."

The List: Write or dictate at least 3 reasons for their dislike (e.g., "It looks like medicine," "It’s too bright," "It reminds me of being cold").

The Sketch: Create a "Release Sketch" using only that color—focusing on the feeling of the color rather than making a "pretty" picture.

Create art using only the color they have an aversion to.

• Self-Identification: The student will successfully point to or name their aversion color.

• Reasoning: The student will communicate (via speech, sign, or AAC) one specific association they have with that color.

• Journal Entry: The student will produce a journal page that combines the "Aversion Color" with text or icons that explain its meaning to them.