This paper focuses on the teaching reform of foundational color courses in art-related majors at universities, aiming to explore effective pathways for systematically integrating ideological and political education as well as revolutionary historical themes into the curriculum. In response to the disconnection between technical training and the cultivation of humanistic connotation in traditional color instruction, this study constructs a four-stage progressive teaching model: "Emotional Evocation-Imagery Decoding-Contextual Reconstruction-Creative Generation." This pathway guides students in gradually transforming grand historical narratives and spiritual connotations into personalized emotional experiences, operable color language, and unique artistic expression, ultimately culminating in thematic creations on two-dimensional mediums such as paper and canvas. Teaching practice demonstrates that this approach not only significantly enhances students' color construction skills and aesthetic judgment but also deepens their cultural identification and emotional resonance with revolutionary history, providing a concrete and operable practical solution for the "ideological and political education in all courses" initiative in foundational art education.