In current high school art classrooms, color teaching often focuses on technique explanation and practice, with insufficient exploration of the emotional value of color, and little connection between the emotional application of color and the cultivation of students' core literacy. As a result, when students face art works, they can only stay at the surface level of color perception and cannot deeply understand the meaning behind color. The cultivation of core literacy also lacks specific paths that are in line with teaching reality. The study attempts to use art classics as an important teaching medium to explore the inherent connection between the use of color emotions and the cultivation of core competencies in high school art classrooms, and to find feasible ways to organically combine the two. The aim is to provide practical references for high school art teachers to carry out color teaching and implement core competency cultivation goals, so that color teaching can not only improve students' art skills, but also effectively promote the comprehensive development of students' core competencies.