Color Theory Compositions

In this lesson, students learned about primary colors, secondary colors, and tertiary colors. I focused on the labels of the crayons when introducing color theory. I asked why there are three words in different languages (Spanish, French, and English). In this lesson, I want students to be more aware of the supplies and tools used while making art. 
This lesson in K-2nd grade began with a copied sheet of a circle divided into six spaces (pie pieces). Students put their names on the paper and waited for directions. We discussed primary colors, what they are: blue, red, and yellow; what they do: mix. They cannot be made, but they mix to make the next group of colors: secondary. After discussing the primary colors, the color wheel is colored with blue, red, and yellow, with a white pie piece between. Primaries are number one. Secondaries are number two and include orange, green, and purple. Students tell me what primary combinations make orange and place it on the color wheel between yellow and red, the two colors that make orange. The next combinations are filled in. I find it easier to have containers with just the crayons we are using because students complain about not being able to find the color. Because this lesson is color-specific, students do not use substitutes of the tertiary colors, especially with younger students, for this initial part of the lesson to avoid confusion and support reading the labels on the crayons. 
After the wheel is completely colored, students talk about scissor use in the art room: how to hold scissors, how to cut, what to cut, and that they never leave the table. I do not have students carry them in the art room. The wheels are cut out. A piece of sturdy drawing paper is handed out, and student glue their wheel to the paper after discussion and watching the demonstration of using glue sticks (or whatever glue is used). 
Students then learn how rulers are used in the art room, only for measuring and drawing straight lines. I try to avoid helicopters, broken rulers, or someone getting hurt by telling students that if they do not leave them on the table when not in use the way described, I take them away. The "spokes" of the wheel are extended to the edge of the paper. A plastic circle shape is used to trace repeated circles on the paper in the white spaces of the paper, overlapping, to break up the space.
Tertiary colors are introduced: red-orange, yellow-green, etc. Once they understand that the "ray" from the color wheel pie piece defines what hue families will go in that section of their drawing. Students are encouraged to either practice value and/or use a wide variety of colors to define the spaces while coloring in circular shapes. 
Students rush. Slowing them down requires planning. The first day, let them color. The next day, remind them to take care and show them how to retrace circles if they colored the space one color. The students also need reminding to fill in the white spaces (scribbles). Since this was the first project of the year, it was my hope to instill in most students that it is not a race. Being first is not the goal; being proud of your work and doing well, with care and attention, is most important. 
If this still does not encourage them to take care. Stop them to have a tabletop critique with their peers. Encourage them to find three things to improve in each other's drawings. Make clear boundaries. Helpful, not hurtful comments. Students need to be able to navigate conversations that are sensitive. The art room is a great place to encourage trust by going into dangerous territory and coming out with a resolution. Often, I found that students worked harder when peers gave feedback. Work looks more complete, and they take pride in a job well done. 
​National Visual Art Core Standards
VA: Cr1.2.1a Use observation and investigation in preparation for making a work of art.
VA: Cr2.2.1a Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
VA: Cr3.1.1a Use art vocabulary to describe choices while creating art.