Cultural Color Inspiration: Learning Color Context in Cultural Reflections

Abstract

The purpose of this study is to explore creative color teaching activities and their value in education. To understand the teaching method used in color science in university foundation design courses and to lead students to comprehend their own culture in application of design, the study explores solutions and strategies from the perspective of the curriculum. The study is based on the concept of action research used in a course the researcher conducted for half a semester. This study proposes to develop the color sensitivity of students, and to inspire their cultural consciousness for creative color ombination. The conclusion has three principal aspects. First, for curriculum design, the course should integrate issues to explore culture. Students could search for the mark of culture in daily life and flexibly apply their five senses to enhance their observation in color exploration and materials application. Second, for teacher tutorial, teachers should encourage hinking in every step and provide comments or direction. Teachers could implement teamwork activities to motivate the students to be inspired in their creativity. Third, for student learning, in observing culture, self-examination and group participation are essential tools in discussion. Feedback can motivate students to learn, encourage diversity in their abilities, and reach a wider field. The research suggests that chromatics foundation curriculum design should emphasize the importance of course structure and the combination of activities. Connecting the local color survey properly could raise the capability in analyzing a larger project. Moreover, self-examination transforms into the sensibility of cultural aesthetics, and develops the sense of good taste. It arouses the strength of color application, broadens range of knowledge and depth in professional development. Eventually, the learner can develop practical design talents in color acuity and observation.