Residual-based shadings for enhancing mosaic and association plots to visualize independence models for contingency tables are extended in two directions: (a) perceptually uniform HCL colors are used and (b) the result of an associated significance test is coded by the appearance of color in the visualization. For obtaining (a), a general strategy for deriving diverging palettes in the perceptually-based HCL space is suggested. As for (b), cut offs that control the appearance of color are computed in a data-driven way based on the conditional permutation distribution of maximum-type test statistics. The shadings are first established for the case of independence in 2-way tables and then extended to more general independence models for multi-way tables, including in particular conditional independence problems. / Series: Research Report Series / Department of Statistics and Mathematics

Statistical graphics are often augmented by the use of color coding information contained in some variable. When this involves the shading of areas (and not only points or lines) - e.g., as in bar plots, pie charts, mosaic displays or heatmaps - it is important that the colors are perceptually based and do not introduce optical illusions or systematic bias. Here, we discuss how the perceptually-based Hue-Chroma-Luminance (HCL) color space can be used for deriving suitable color palettes for coding categorical data (qualitative palettes) and numerical variables (sequential and diverging palettes). / Series: Research Report Series / Department of Statistics and Mathematics

In my paintings and mixed media works, I incorporate rough textures and vibrant, high contrast colors. I find beauty and intrigue in the gnarled roots of a tree; the crumbling plaster on a wall; and the wrinkled, roughened hands of my grandmother. To explore these types of surfaces, the materials are distorted by twisting, ripping, and pulling the pieces apart. For instance, canvas is layered and stitched together in an uneven manner with knots and lumps added to the distressed surface. I view these distorted, strained surfaces as different forces in my life that push or pull me in varied directions. This metaphor helps me to express myself through formal elements. I approach my compositions gesturally and intuitively by letting them evolve during my process. As a compositional device, I sometimes use a gridded infrastructure or multi-piece presentation. This underlying framework allows me to organize my presentation as I apply marks and manipulate surfaces. I use complementary color palettes that are bright and vibrant. These palettes have a virile quality that emanates a strong sense of purpose and commands attention from the viewer.

A presente dissertação apresenta a sensação na arte e no ensino. As vias escolhidas são a da pintura modernista, a da sala de aula e a da construção da casa: a vida de professora-artista-mulher. A Pintura tida como arte e filosofia, seus procedimentos, as cores e os traços, a composição. A sala de aula como espaço da aprendizagem e local de provocação de fissuras na instituição. A casa como lugar de fluxos intensos, do bando, da composição de um território. A sensação como vibração que está na obra e nos corpos. Os blocos de sensação como apresentação das forças sentidas pelo ser. Compreendendo a sensação como via da aprendizagem, este trabalho percorre seu olhar pelos caminhos da Filosofia da Diferença. Através dos autores Deleuze, Guattari, Nietzsche, Gomes, Bergson, entre outros e de pintores e suas obras, como Matisse, Klee, Kandinski, entre tantos mais. Em meio à vida, nos territórios da arte, da escola e da casa. Nos espaços do Observatório da Educação, do atelier da pintora, da casa e da sala de aula. O trabalho apresenta a ideia que aprender é pensar, e que em arte, se aprende pela sensação. / This dissertation aims at presenting the sensation in Arts and teaching. The means chosen were the modernist painting, the classroom and the building of the house: portraits of life of the teacher-artist-woman. The paintings regarded as art and philosophy, its proceedings, its colors and traces, the composition. The classroom considered as a learning environment and an institutional fissure provoking place. The house accounted as an area of intense flux, of the pack, of a territory composition. The sensation believed as a vibration which is in the piece and in the bodies. Blocks of sensations held as presentation of the forces sensed by the being. Regarding this sensation as a learning means, this work deals with the Philosophy of the Difference traits, Authors such as Deleuze, Guattari, Nietzsche, Gomes, Bergson, amongst others and pieces by painters like Matisse, Klee, Kandinski and several others were studied. Amongst life, artistic territories of the school and the house and in the environment of the “Observatório da Educação”, in the painter’s workshop, in the house and in the classroom, the idea that learning is thinking and that in Arts learning happens though sensation.

Inaug.-Diss.--Cologne. / Vita. Bibliography: p. 252-258.

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The thesis examines the use Horacio Quiroga makes of colour and pattern related to colour in the six main collections of his short stories. As no previous systematic study of any aspect of Quiroga's style appears to have been made, it was decided to list and examine in their context all references to colour (including objects and substance of a characteristic colour, as also references to light and dark). A spot check was made on five contemporary Latin American authors in order to ascertain whether the findings were in any way unusual, and it was found: 1. That colour and pattern are closely interconnected, and 2. that black and white play an overwhelmingly large part in Quiroga's use of colour. In Part III the findings are discussed, and reasons for the unusual features sought. Biophysicological factors may be involved in his black and white view of the world, and the very large number of references to glaring light can perhaps be explained along these lines. Quiroga's tendency to polarize, seen also in other aspects of his writing, is considered to be one of the reasons for the predominance of black and white in his colour references, while at the same time it seems clear from what Quiroga has written on the art of writing that he deliberately restricted his colour range for artistic reasons. This capacity to work within the limitations of monochrome links his work (as do other aspects) to the cinema of his day, in which he was intensely interested. Finally, in addition to yielding the above statistical information which throws new light on Quiroga the man and the artist, the study makes it abundantly clear that Quiroga was not, as is so frequently claimed, indifferent to matters of style, but rather that both in theory and in practice he gave much thought to this aspect of his craft.

A presente dissertação apresenta a sensação na arte e no ensino. As vias escolhidas são a da pintura modernista, a da sala de aula e a da construção da casa: a vida de professora-artista-mulher. A Pintura tida como arte e filosofia, seus procedimentos, as cores e os traços, a composição. A sala de aula como espaço da aprendizagem e local de provocação de fissuras na instituição. A casa como lugar de fluxos intensos, do bando, da composição de um território. A sensação como vibração que está na obra e nos corpos. Os blocos de sensação como apresentação das forças sentidas pelo ser. Compreendendo a sensação como via da aprendizagem, este trabalho percorre seu olhar pelos caminhos da Filosofia da Diferença. Através dos autores Deleuze, Guattari, Nietzsche, Gomes, Bergson, entre outros e de pintores e suas obras, como Matisse, Klee, Kandinski, entre tantos mais. Em meio à vida, nos territórios da arte, da escola e da casa. Nos espaços do Observatório da Educação, do atelier da pintora, da casa e da sala de aula. O trabalho apresenta a ideia que aprender é pensar, e que em arte, se aprende pela sensação. / This dissertation aims at presenting the sensation in Arts and teaching. The means chosen were the modernist painting, the classroom and the building of the house: portraits of life of the teacher-artist-woman. The paintings regarded as art and philosophy, its proceedings, its colors and traces, the composition. The classroom considered as a learning environment and an institutional fissure provoking place. The house accounted as an area of intense flux, of the pack, of a territory composition. The sensation believed as a vibration which is in the piece and in the bodies. Blocks of sensations held as presentation of the forces sensed by the being. Regarding this sensation as a learning means, this work deals with the Philosophy of the Difference traits, Authors such as Deleuze, Guattari, Nietzsche, Gomes, Bergson, amongst others and pieces by painters like Matisse, Klee, Kandinski and several others were studied. Amongst life, artistic territories of the school and the house and in the environment of the “Observatório da Educação”, in the painter’s workshop, in the house and in the classroom, the idea that learning is thinking and that in Arts learning happens though sensation.

abstract: Metaphor as a way of thinking permeates daily life. It affects how people understand and experience everything. It also plays an important role in artistic creation. The idea of creating highly personal but commonly understood metaphors was central to the research and creation of Ink. I created this work to find out how I—as a Chinese artist with unique personal experiences, educational experiences, and cultural perspectives—can explore metaphors that would resonate with predominantly Western audiences. This research specifically addressed the metaphorical meanings of the colors black and white and drew from my visual artistry to compose dances, stage setting, and costume design. / Dissertation/Thesis / Masters Thesis Dance 2017