You are on page 1of 3

Interior Design

Color Psychology
This is an introductory lesson on how color can affect our mood. Students have already been taught about the color wheel and have been introduced to the many different color schemes. Students should come away from this lesson understanding how color can create moods within a space, and how they can recommend colors to clients based on the desires.

9th-12th grade 90 minute class period

Teaching Materials
! ! ! “My Many Colored Days” by Dr. Seuss “Senses and Colors” worksheets YouTube clip

Standard 3/Objective 1 f:
Standard 3: Students will identify and explain the basic elements of design or tools used to create a design: line, shape, form, space, texture, pattern, and color. Objective 1: Identify, explain and use the basic elements of design ! Identify color (Pigment in paint of the visible spectrum of light that enables us to see hues) as an element of design.

! Students should have paper and a pencil in order to complete today’s activity

Introduction/Set Induction (10 minutes):
“My Many Colored Days” by Dr. Seuss, ISBN: 978-0679893448 Read this book aloud to the class making sure you allow the students to see the pictures. After you have finished reading the book ask the students what type of day they are having. If they could describe their day in one color what would it be?

Transition (15 minutes):
Explain that certain colors often make us feel a certain way and sometimes depending now a color is displayed it can make us feel different than it normally does. Pass out the “Senses and Color” worksheet and have students work on it individually for 10 (ten) minutes. After the 10 (ten) minutes is up go over the worksheet as a class asking different students to read what they wrote down for each of answer. This should take approximately 5 (five) minutes.

Color Psychology

Bernards 1

Lesson Body (55 minutes): (Content/Teaching Methods)
Synectics: PHASE 1: Description of Present Condition (10 minutes): Teacher has students describe the situation as they see it now. Group students together into small groups of 3-4 students; assign each group one of the primary or secondary colors. Red, Orange, Yellow, Green, Blue, or Violet. Have each person in the group think about how their assigned color makes them feel. As a group they should write these feelings down on a piece of paper. PHASE 2: Direct Analogy (15 minutes): Students suggest direct analogies, select one, and explore (describe) it further. Each student should create their own personal analogy describing their assigned color. Example: The color Brown is like a warm cup of cocoa on a cold winters eve, it warms the body and soul. Each of their analogies should begin with “The color (insert assigned color) is like…”. Students should come back together as a group and share their analogies with one another. The group should choose one of their analogies to share with the class. PHASE 3: Personal Analogy (5 minutes): Students “become” the analogy they selected in phase two. (What does it feel like, look like, etc.) Each student in the group will now become the analogy they selected in Phase 2 where they will begin to ask questions about their analogy. What does it feel like? What does it look like? Etc. Example: Is the hot cocoa too hot or cold? Is it in a festive mug? Are their marshmallows? Is it vanilla hot chocolate? PHASE 4: Compressed Conflict (5 minutes): Students take their descriptions from phases two and three, suggest several compressed conflicts, and choose one. Have students look at their lists; are there any compressed conflicts? Compressed conflicts are words that don’t always go together or might seem out of place when grouped together. Examples are: hard & soft, easy & difficult, high & low, etc. Have students choose one compressed conflict that can be used to create a new analogy. PHASE 5: Direct Analogy (10 minutes): Students generate and select another direct analogy, based on the compressed conflict. Students will now create a new metaphor that can encompass the compressed conflict described in Phase 4 this can be done individually or as a group. After they have created new analogy ask if students are willing to share their analogy for the class. By using the compressed conflict students can extend their original analogies. Example: The color brown is like a big cup of hot cocoa, at first it might seem like too much but as you sit down and settle in you realize it’s just the right amount. PHASE 6: Re-Examination of Original Task (10 minutes): Teacher has students move back to original task or problem and use the last analogy and/or entire synectics experience. After students share their analogies they should go back to the original question of “What does this color feel like, or how does this color make me feel”. Now the students have a more board range of ways to describe a color to a future client.

Color Psychology

Bernards 2

Transition (2 minutes):
Have each student or group turn in their analogies so you can type them up for the class.

Summary/Closure (7 minutes):
Have students watch this YouTube clip that will quickly cover once again how color can affect our mood. This video covers how our eyes see color, how society tells us what how to perceive colors and how at certain economic times societies have been drawn to certain colors.

Students won’t receive points for this activity but you should look over all of their analogies to make sure that students understand the feelings that can be associated with each color. It may be helpful to have another short lesson about how color is perceived by most people.

Color Psychology

Bernards 3