The purpose of this study is to analyze and select those psycho-physical color phenomena adaptable to interior design. Among these are phenomena relating to variations in intensity and purity, visual stimulation, spatial relationships, and psychological factors; this study contains suggestions for possible application of these phenomena to strengthen the quality of interior environments.

It is the purpose of this study to present three units for the instruction of certain aspects of color by using the techniques of audio-visual education which utilize the school stage as a laboratory. The study demonstrates how a stage and its apparatus become an audio-visual tool that the teacher may not hope to duplicate in the classroom.

Color is powerful. As a physical element in our world that is created in our minds, it is uniquely visceral yet intangible. Color has objective rules, finite categories, subjective interpretations, and embedded meanings. Color can calm, activate, soothe, shock, welcome, stimulate, and rejuvenate. Yet color is often relegated to the realm of ornament, and its powerful performative properties are underutilized in the realm of architecture. If its unique potential was instead realized, color could be used to communicate emotionally and spatially, subjectively and universally. The properties of color have been analyzed through scientific investigation and artistic exploration for their spatial, psychological, and emotional effects. In the realm of painting, color is a fundamental way to imply space on a canvas and stimulate response from viewers. Scientifically, color has been the subject of countless studies for its effects on human behavior as well as its physical properties and universal significance. Theories merging from these fields can be utilized to create a richer, more intentional relationship between color and architecture. Much more than a coat of paint, color can be used to construct the architectural experience. It can be equated with other fundamental elements, such as form, light, and context, as a tool in the creation of space. Through its interaction with these elements, color can amplify spatial intentions, shape perception, and augment the interaction between humans and the built environment. Emphasizing architectureÕs ability to shape the human experience, this thesis constructs a future of architecture where color is fundamental. / 0 / SPK / specialcollections@tulane.edu

Until the 1960s there was more interest in Josef Albers as an artist. Albers' successful teaching career began in 1923 at the Bauhaus where he was eventually placed in charge of the whole elementary course. Albers' American educational career centered around Black Mountain College in North Carolina and Yale University where he was chairman of the Department of Design.This paper, in effect, will deal with Albers as an artist, teacher, and theorist. Albers as an artist will be explored by a study of Homage to the Square, the series from which much of Albers' present fame is derived. Albers' color theory is contained in his writing, Interaction of Color, a book dedicated to his students which records his method of teaching color. It is the purpose of this paper to show Albers' theory and his paintings, Homage to the Square, exemplify many principles of perception: the realization that color experience is a subjective, inward experience, the Gestalt notions on "good" forms, and the awareness that our knowledge is of the perception of things -- not of things themselves. In order to pursue such a course of study, it will be necessary to investigate other color theories, theories of perception, Albers' work and evaluations of his works.

Vår kunskapsöversikt fokuserar på att besvara frågan: hur kan lärare arbeta med färglärai bildundervisningen, för att öka elevers kunskap om färglära? Kunskapsöversikteninnefattar också att beskriva definitionen av färglära och hur färglära är relevant ibildundervisningen. Syftet med vår kunskapsöversikt är att presentera olikaundervisningsmodeller som innefattar färglära och vidare diskutera omundervisningsmodellerna fungerar för bildundervisningen, eller inte. För att finnarelevanta undervisningsmodeller för vår frågeställning, använder vi oss avlitteraturöversikt som metod. I sökandet efter relevanta undervisningsmodeller, märktevi att det fanns en brist på forskning kring framtagna modeller för färglära ibildundervisningen. Resultatet blev därför att vi fann några undervisningsmodeller somfungerar för vår frågeställning och några fungerar till viss del. Ett parundervisningsmodeller fungerar inte alls, men dessa undervisningsmodeller visar dockpotential för ett vidare arbete i färgundervisning och är därför med i vårkunskapsöversikt.

I believe an individual can be profiled by their color preferences, but not indefinitely, for a shorter period of time, a 24-hour period of time. A person's state of mind will change continually based on their experiences. These experiences will affect their perception and preference of color. I developed a model that will map an individual's profile, a portrait, through color. Participants are given a worksheet and a list of terms describing personality traits and states of mind. The worksheet is categorized by event, time of day, duration, impact, and summed term. From midnight to midnight, a 24-hour period, the participant records any event that they encounter providing information-fulfilling categories stated above. I use that information to then map out their portrait of 24-hours through color.

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This study into the architectural profession reviews developed decision support frameworks (graphics to inform and improve decision making through access to more information) as knowledge sharing devices. These developed frameworks first, influence decision makers: the students and their decisions in their personal architectural design process and second, develop a framework on vegetated assemblies (building assemblies that incorporate plants such as green roofs and walls) as vegetated assemblies relate to color theory and its implications in design methodology. This decision support framework assists students in their design process in studio and studio-like educational environments. The purpose of this decision support framework is to influence the students in using vegetated assemblies in their future design inquiry. After implementation, the purpose was to determine the worth of the framework as a mechanism for knowledge sharing. Both purposes were reviewed in developing the framework using immersive case studies, classes both in traditional studios and studio-like courses, website development and member feedback. The evidence of the resulting improvement of decision making or design work was found through the use of surveys, student reflective writing, and personal interpretation of student works and my own immersive design studies, classes, and development of the framework and its website. The surveys and reflective writing were collected from multiple years of involvement in traditional studio and studio-like classes to refine the framework and its use. The results of the study suggest that students do have a larger body of knowledge to make decisions about utilizing vegetated assemblies than before the use of the framework and go on the continue using vegetated assemblies in design work. The framework presents the various factors that impact decisions into vegetated assemblies and develop future designs. By influencing and improving knowledge of such factors on the design of vegetated assemblies early in a student's education, improves decision making in future designs and later professional work. Future work would be targeted at refining the framework and potential courses to include other topics of interest in relation to vegetated assemblies. Finally, the framework could be adapted into a more codified, interactive tool in the future. / Ph. D.