Design Blueprint for a Course on Creative Writing

The Creative Masterclass

Jun Li

jli70702@usc.edu

EDUC 588: Master’s Studio B

Spring 2024

Dr. Kenneth Yates

Rossier School of Education

University of Southern California

Copyright 2024 CMS Link

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Acknowledgments

Creating a comprehensive and exciting Creative Masterclass Blueprint has been a

collaborative effort that draws upon the insights, expertise, and creativity of my teachers and

peers. I would like to express my sincere gratitude to Dr. Yates for their invaluable feedback and

suggestions to the completion of this project from the beginning. Dr. Yates had been extremely

helpful in building the infrastructure of the capstone. The thoughtful feedback played an

immense role in shaping the instructional strategies, learning activities, and overall structure of

this blueprint. I would like to also express my appreciation for Dr. Alison Murazewski, who has

been a contribution in offering feedback for my final polish of the capstone and CMS. Lastly, I

would like to extend my appreciation to the University of Southern California community for

providing a wide array of knowledge and practices in which I have been able to apply to my

course. The insights from educational theories and instructional design principles have greatly

contributed to the content and approach of this course project. This blueprint represents the

application of what has been learned throughout the courses over the years, accumulating the

wisdom that has allowed me to continuously evolve this educational design to satisfaction.
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Table of contents

Acknowledgments 1
Table of contents 2
Abstract 7
Needs Assessment 8
Problem Topic Paragraph 8
Analysis of the Current Learning Context 9
Analysis of the Learning Environment 12
Analysis of the Learner 15
Demographic Characteristics 15
Physiological Characteristics 15
Cognitive Characteristics 16
Motivation 18
Social Characteristics 19
Potential Issues with Power, Equity, and Inclusion 19
Implications of the Learning Environment and Learner Profile for the Curriculum Design
20
Course Analysis 20
Analysis of the Course Learning Task 21
Course Task Analysis and Major Steps 21
Course Learning Goals 23
Course Learning Outcomes 24
Overview of the Units 26
List of Units and Learning Objectives and Goals Achieved 27
Visual Overview of the Course Unit 28
Course Scope and Sequence Table 30
Description of the Learning Environment 31
Organizational Stakeholders 31
Typologies 32
Formal, Non-formal, Informal Environments 32
Individual v. Collaboration Learning Environments 33
Design Elements that Promote Learning 34
Formal, Non-formal, Informal Environments 34
Individual vs. Collaborative Learning Environments 34
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Physical vs. Virtual Learning Environments 34

Adaptive vs. Non-Adaptive Learning Environments 35
Synchronous vs. Asynchronous Learning Enviornments 35
Open vs. Closed Learning Environments 36
Constraints and Limitations 36
Media Selection 36
Media Versus Instructional Methods 37
General Instructional Platform Selection in Terms of Affordances 38
Access 38
Consistency 39
Cost 39
Specific Instructional Platform Selection in Terms of Restrictions 39
Conceptual Authenticity 40
Immediate Feedback 40
Special Sensory Requirements 41
Client Preferences or Specific Conditions of the Learning Environment 42
Specific Media Choices 42
Implementation of the Course 43
Implementation Description Introduction 43
Evaluation of the Course 44
Evaluation Framework 45
Level 4: Results and Leading Indicators 45
Level 3: Behavior 47
Level 2: Learning 51
Level 1: Reaction 53
Evaluation Tools 54
Data Analysis and Reporting 56
Conclusion 57
References 58
Appendix A: Lesson Analysis for Unit 1: Color Symbolism and Emotions 62
Lesson Analysis 62
Terminal and Enabling Learning Objective 63
Cognitive Task Analysis 63
Condition 64
Standards 64
Equipment 64
Action and Decision Steps 65
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CTA Flowchart 66
Assessment of Learning During Instruction One Lesson 67
Delivery of Module and Module Assessments 68
Unit 1 Terminal and Enabling Learning Objectives 68
Learning Objectives 68
Terminal Learning Objectives 69
Entry Level Skills 69
Pre-Assessments of Prerequisite Knowledge 70
Retrieval Practice and Self-Regulation 71
Post-Assessments 72
Anderson and Krathwohl Table 73
Learning Activities for One Lesson 74
General Approach 74
Cognitive Load Theory 75
Instructional Strategies 76
Specific Approach 78
Gain Attention / Stimulate Motivation 80
Inform Learner of Purpose and Objectives 80
Reasons for Learning 81
Provide Preview / Overview 81
Process / Present Information and Examples for Prerequisite Knowledge 82
Demonstrate / Provide Demonstration 82
Practice / Provide and Guide Practice 82
Evaluate / Provide Feedback 82
Conduct Authentic Assessment 82
Transfer Learning / Enhance Transfer 83
Big Ideas 83
Advance Organizer for the Next Unit 83
Learning Activities Table 83
List of Capstone Deliverables 97
Conclusion 98
Appendix B 99
Pre-Assessments 99
Appendix C 100
Post-Assessments 100
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List of Tables

Table 1: Visual Overview of the Course Units 29

Table 2: Course Scope and Sequence 30

Table 3: Key Considerations for Media Selection 40

Table 4: Media Choices 41

Table 5: Indicators, Metrics, and Methods for External and Internal Outcomes 45

Table 6: Critical Behaviors, Metris, Methods, and Timing for Evaluation 47

Table 7: Required Drivers to Support Critical Behaviors 48

Table 8: Evaluation of the Components of Learning for the Course 50

Table 9: Components to Measure Reactions to the Course 52

Table 10: Anderson and Krathwohl Table 72

Table 11: Learning Activities for Unit One 84

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List of Figures

Figure A1: The Flowchart of Unit 1 65

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Abstract

This capstone project presents the blueprint for a Creative Masterclass focused on

providing students with the ability to think independently and creatively. Through descriptive

writing skills, the course integrates color symbolism and multimedia resources. The masterclass

is constructed into five units, each addressing specific learning goals that touch on color

psychology and the application to self and the practical world. Unit 1, “Color Symbolism and

Emotions,” solidifies the foundation for learners to associate colors with emotions, incorporating

these associations into their writing. The following units guide the learners through research,

critical analysis, organization of resources, integrating insights from multimedia resources, and

reflecting their own writing and researching experiences. The instructional approach utilizes both

supplantive and generative strategies, allowing learners to grasp the foundational concepts before

making creative applications in their writings. This course applies Cognitive Load Theory to

manage information learned. Some of the learning activities include exploring business logos,

writing exercises, and creating personal logos associated with colors. The aim of this Creative

Masterclass is to empower the students to enhance their autonomy, allowing them the options to

pick and choose what they desire to write. At the same time, this blueprint also empowers

educators to cultivate a versatile learning environment that dynamically blends educational

instructions with worldly applications.

Keywords: Creativity, autonomy, color symbolism, Chinese Asian, middle school

students
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Needs Assessment

This course I have designed is focused on creative thinking and writing through the

mastery of colors and its practical application. The creation of this course highlights the

importance of autonomy, self-expression, and confidence among middle school students

studying in Chinese institutions. Students will be able to learn and apply based on preferences to

colors, desired profession, and way of expression.

Problem Topic Paragraph

This design blueprint is called “The Creative Masterclass,” which consists of a

curriculum for teaching middle school students creative writing in English. This course is

designed for private English tutoring teachers who are teaching middle school students in Asia

during after school hours. The reason why I have chosen this course is because in the Asian

educational culture, there is no such thing as creative writing, where “the creative writing

discipline is still at its primary stage” (Wei, 2019, p. 362). Students are always given multiple

choice or fill-in-the-blanks assignments that come with specific right and wrong answers. Having

this course is important to me, because the students in Asia lack classes and assignments to foster

their creativity. Students are not used to writing short essays and are taught to passively learn,

not actively learn (Chen 2016). There is an absence of creative outlets in the context of

education, restricting student’s ability to express themselve and limits their capacity for problem-

solving and critical thinking.

Therefore, this course aims to help students generate ideas on their own and find their

personal writing voice. “The Creative Masterclass in Creative Writing” is designed with the goal

of bridging this gap, introducing middle school students to creative writing. In this course, the
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students will learn the fundamentals of creative writing through colors, then learn to craft an

engaging project to develop their own industries and career aspirations. As a result, the learners

will be able to become creative and innovative, which is applicable to finding alternatives in

problem solving, self-expression of thoughts and emotions, and training their emotional

intelligence to know how to communicate their ideas persuasively to others. If learning

instruction is successful, students will gain confidence and a sense of autonomy through self-

expression, a learning need that exists as the majority of students focus extensively on

memorization, but not on critical thinking. This design blueprint addresses this problem by

providing middle school students with the knowledge and skills they need to become a creative

English writer.

The goal is to enable students to become creative and innovative writers, fostering their

ability to generate ideas, find their personal writing voice, and effectively communicate their

thoughts and emotions. Given the cultural elements specific to Chinese culture, this course is

meant to be enjoyable, relatable, and applicable, tailored to cultivate a deeper appreciation for

writing. When this goal is achieved, learning is successful if students gained confidence, have

developed a sense of autonomy through self-expression, and enhanced their critical thinking

skills. This addresses the existing problem in Asian educational culture where creativity and

active learning are not emphasized, providing students with the necessary mental tools to become

successful English writers.

Analysis of the Current Learning Context

In analyzing the learning needs for “The Creative Masterclass,” the chosen needs

assessment model is the innovation mode. Described in Smith and Ragan (2005), it is detailed

that the innovative model focuses on identifying new opportunities and innovative approaches to
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addressing the needs of learners. In particular, one of the questions that needed to be asked is

whether or not there has “been a significant change in the educational/ training philosophy of the

organization?” (Smith & Ragan, 2005, p. 46). In the context of learning in the Asian educational

systems, it is often criticized for its lack of accommodation to changing the educational

philosophy to highlight critical thinking and creativity. In other words, learning innovation to

enhance thinking skills is lacking in Chinese educational institutions. According to Sherwindt

(2018), it is detailed that even though Chinese school students are praised for achieving high test

scores, the system has been heavily criticized for the failure to encourage creativity and

innovation. Chinese learners are instead encouraged to accumulate knowledge through the

method of memorization. The lack of progressive changes in learning prompts for Smith and

Ragan’s (2015) discussion for the need to makes changes in the educational philosophy.

What is changing is the educational philosophy deeply rooted in the Chinese learning

culture, which has, for generations, emphasized on passive and collective learning rather than

active and individualistic learning. The innovation model involves exploring new methods,

technologies, or strategies to improve instruction. Even in Western cultures, such models and

methods may have already existed; however, it has not been readily identified in the Chinese

context. Hence, the innovation model aligns with the goals of the course to introduce a

curriculum that fosters creativity and develops student’s writing skills, something that is lacking

in the existing educational Asian culture. “The Creative Masterclass” recognizes the need to

leverage innovation models; however, this class is not just about assimilating Western

educational methodologies, but more so about the adaptation and integration within a distinct

cultural framework.
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First, it is important to determine the nature of innovation or change (Smith & Ragan

2005). The nature of the innovation in “The Creative Masterclass” is the introduction of a

curriculum that focuses on teaching creative writing to middle school students. This represents a

shift from the traditional educational practices in Asia, which is primarily driven by

memorization and passive learning. The innovation involves incorporating exercises and

strategies that would foster creativity and active learning. The second step is to determine the

learning goals that accompany this innovation (Smith & Ragan, 2005). The goals are as follows,

first, students will be able to generate ideas independently and think creatively. Second, students

will find their personal writing voice and develop their writing styles. Third, students will

effectively learn to communicate their thoughts and emotions through writing. Fourth, students

will demonstrate critical thinking skills in analyzing and revising their written work. Lastly,

students will gain confidence and autonomy in their learning abilities.

In order to determine if the goals are appropriate and high priority (Smith & Ragan

2005), it is crucial to consider the existing learning system and the needs of the students. As

indicated in the problem, the Asia educational culture lacks opportunities for creative writing.

Therefore, students are not accustomed to writing short essays. Thus, the learning goals of this

course will address a significant gap in the learning system and prioritize the development of

creative thinking, self-expression, and critical writing skills. The last step is to begin learning

environment analysis design activities (Smith & Ragan 2005). What this demonstrates is the

need to have a comprehensive analysis of the existing learning context to ensure that activities

are effectively implemented, which will include assessing available resources, analyzing current

teaching practices, examining the teacher’s roles, and evaluating the learning environment.
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Analysis of the Learning Environment

The learning environment follows a formal learning system. A formal learning system for

“The Creative Masterclass” provides a structured and organized approach to teaching creative

writing in middle school. According to Coombs & Amhed (1974), formal learning is

“institutionalized, chronically graded and hierarchically structured … system, spanning lower

primary school and the upper reaches of the university” (p. 8). This particularly describes a

structured approach that is important for the implementation of the course. The formal learning

system aids in following a measurable and consistent approach to educating Chinese middle

school students. For both educators and students, this curriculum should be easy to navigate,

legitimizing the practice of creative writing as a pivotal academic habit. Formal learning systems

have guidelines, standards, and assessment methods that are established and grounded in

consistency. The formal learning system aligns with the expectations and requirements of this

course, enabling students to receive recognition and credit for their learning achievements.

The instructors in the formal classroom setting should possess strong English language

proficiency, as well as expertise in creative writing and instructional strategies that is specific to

middle school students. The instructors need to be skilled in fostering a creative and active

learning environment, providing constructive feedback to improve and nurture students’ writing

skills. However, even though the environment is formal, instructors should be adaptable,

flexible, and more importantly, culturally sensitive to meet the needs of students who come from

diverse backgrounds.

Given the lack of emphasis on creative writing in the Asian educational culture, the

existing curricula may be focused primarily on language proficiency, grammar, and standardized
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test preparations that is common in the Chinese learning environment. Hence, “The Creative

Masterclass” curriculum should introduce a new and innovative approach that would still be able

to complement the existing curricula and address the specific needs of the targeted students. The

hierarchical structure aids in cementing the progressive build-up of knowledge and skills, such as

basic descriptive writing to more multifaceted construction. The curriculum is designed to

increase in complexity, aligning with the developmental stages of middle school children.

Additionally to that, the curriculum should incorporate engaging activities and interesting writing

prompts to encourage students to explore their creativity and to develop their writing skills.

Where the existing curriculum comes in is ensuring the grammatical correctness of the students

in their writing assignments.

A technologically rich environment has been proven to increase creative thinking among

learners. Yun Li et al. (2022) discovers a positive relationship between emerging technologies

and creativity. Therefore, the learning environment should have access to technologies to

enhance the teaching and learning experience. This includes the integration of everyday digital

products such as laptops, tablets, and smartphones that come with reliable internet connectivity.

Students should be able to use word processing softwares such as Google Doc and Yellowdig

and multimedia resources such as YouTube and Pinterest to facilitate the creation, editing, and

sharing of written work. Having these technologies would also provide opportunities for

collaborative learning and feedback.The integration of technology is crucial for creating a

personalized learning experience. Educational technology tools can aid instructors in tracking

progress, tailoring assignments to suit different learning styles and pace, and provide targeted

support when necessary. Technological tools are leveraged in the classroom, which also prepares

students for better digital proficiency that is already intertwined with daily private and social life.
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The physical classroom environment should be well-lit, comfortable, and arranged in a

way that promotes interaction and collaboration. The walls can be decorated with inspiring visual

aids of student work and literary quotes to create an atmosphere that encourages imagination and

self-expression. The learning climate should be supportive, respectful, and inclusive, where

students feel safe to express their ideas and take risks in their writing activities. The physical

classroom should also be flexible in its arrangements, where furniture like desks and chairs can

be easily shifted for both individual workspaces to group activities. Having such flexibility in the

classroom enables a wide range of activities that can be both individualistic and collective.

The mission is to nurture student’s creativity, foster critical thinking, and promote self-

expression, where the well-rounded development of individuals is emphasized to prepare

students to have strong communication and problem-solving skills that are beyond memorization

and test preparation. The philosophy of the school values student-centered learning. This should

be an holistic approach to education that promotes the growth mindset, where students are

encouraged to embrace challenges, learn from failures, and continuously improve their writing

skills. The growth mindset is absolutely key to stimulating the creative potential of students

(Dweck, 2008). The organization should have a strong commitment to providing high-quality

education with the focus on individual student needs and aspirations. The innovative teaching

approaches are set to be receptive and open to integrating creative writing into its curriculum.

The organization needs to have adequate technological resources, professional development

opportunities, and external support for instructors to effectively implement this course and

facilitate meaningful learning experiences for students.

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Analysis of the Learner

As an instructional designer, analyzing the learners is a crucial process for designing

effective instruction. Understanding the characteristics of the target learners help to tailor the

curriculum to their specific needs, abilities, and backgrounds. According to Smith & Ragan

(2015), the most important component to consider for a designer is specific prior learning.

Specifically, “What do the learners already know in the area they will be learning?” (Smith &

Ragan, 2015, p. 69). Based on this foundational question, the learner characteristics can be built

through an initial analysis.

Demographic Characteristics

The age range falls within the middle school age range, typically from 11 years old to 14

years old. The gender demographic is not relevant, but should have curriculum design to ensure

inclusivity. The learners primarily belong to the Chinese Asian ethnic group, reflecting the

cultural context of the region, as well as the cultural and educational experiences of the dominant

Chinese community. Depending on the learners’ families, the income level may vary. Therefore,

it is important to consider the accessibility of the course.

Physiological Characteristics

Accommodations may be necessary for learners with specific needs, such as those with

visual or auditory impairments. For instance, some learners may have better visual or auditory

processing abilities, while other learners may face challenges in these areas. Hence, the design

instruction should provide multiple modalities for engagement. However, it is likely that there

will not be too many disadvantages as middle school students are developing physically fast

during this developmental age. This is a period of time with major growth and puberty, where

learners experience growth spurts and drastic changes, which could impact their physical
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abilities, energy levels, and self-image (Kim, 2021). To elaborate further, middle school students

are going through rapid physiological changes, which highlights the importance of having an

adaptive and flexible learning environment. Middle school students are experiencing the

physiological transitions at different stages, which suggests that the energy level may also differ,

affecting their ability to concentrate in class. In order to accommodate this, the classroom should

cater to flexibility that is physically comfortable to the learners.

Cognitive Characteristics

Middle school learners exhibit cognitive abilities that enable them to engage in more

complex thinking and problem-solving tasks compared to the earlier developmental stages. In

terms of ability, they have better capacity to think critically, analyze information, and make

logical connections (Morin, 2019). They are able to form their own opinions and practice

describing concepts using more than just concrete examples. In terms of prior knowledge, there

is content knowledge from previous courses as well as experiential knowledge that comes from

their life experiences with their surroundings. Transitioning from concrete operational thinking

to formal operational thinking, middle school learners are shifting from logical thought to

scientific reasoning (Mcleod 2023). They begin to understand abstract ideas and reasoning,

applying it to hypothetical situations. Furthermore, the development of metacognitive skills is

also crucial within this age group, which emphasizes on one’s own thinking processes, where

they begin to have higher self-awareness on their own comprehension, learning strategies, and

understanding. Emotionally speaking, middle school students are easily influenced by peer’s

opinions, which can be utilized in the classroom to integrate collaborative learning opportunities,

where they get to interact with others and share their own perspectives.
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Ability. Middle school students in this course are primarily Chinese Asian students

whose English is their second language. Their English proficiency level may vary, ranging from

basic to intermediate levels. The ability to articulate can be done through gauging students’

knowledge of simple English concepts (Ambrose et al., 2010, p. 30). It is important to consider

their ability to comprehend and express themselves in English while designing instructional

materials and activities.

○ Pre-course assessment: In order to determine ability levels, a pre-course

assessment is necessary to evaluate the reading and writing of the students to

determine their proficiency level. Short descriptive questions are offered, along

with Likert scale questions and multiple choice questions.

○ Language background: Gathering information on learner’s prior exposure to

English language, including previous instruction and duration of learning.

○ Teacher feedback: Engaging with the instructors who have been teaching these

students will help to gain insights on the learners’ abilities and existing

challenges.

Prior Knowledge. The learners have been educated within a non-Western curriculum,

primarily in China. What this demonstrates is that the learners may have limited exposure to

creative writing and have not been actively encouraged to express their thoughts and ideas in

written form. From Ambrose et al. (2010), prior knowledge has the ability to forge links

“between previously acquired and new knowledge that help them construct increasingly complex

and robust knowledge structures” (p. 13). Understanding their prior knowledge will help create a

foundation for building new skills. It is important to integrate cultural knowledge of the students

as a potential springboard to introduce creative writing and its concepts.

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○ Surveys: Administering surveys help to understand learners’ familiarity with

different writing genres and their experiences in expressing their creativity in

writing.

○ Interviews: This is a way to gather qualitative information from the learners about

their prior exposure to creative writing or any existing challenges they have faced

when learning English.

Motivation

It is vital to identify the motivation to enhance the learning outcomes, which motivation

refers to the internal factors that drive learner’s behaviors and effort in this creative masterclass.

By creating a mastery oriented course, this would ensure that the course satisfies two

components, where “students are motivated to engage in behaviors (1) that have value to them

and (2) where they have a reasonable expectation to succeed” (Svinicki, 2008, p. 2). By

understanding the motivation constructs, designers can then tailor the instruction to tap into the

intrinsic motivation, establishing meaningful connections to learner goals and values, which

value and self-efficacy will be examined.

Value. The learners are not accustomed to the concept of creative writing, as the Asian

educational culture often emphasizes passive learning and rote memorization. The Asian culture

has heavily valued following the rules and obedience, resulting in passivity in learning.

Therefore, it is important to establish the value of creating writing and its benefits of self-

expression, critical thinking, and problem solving.

○ Focus Group Discussions: Organizing focus groups with learners to explore their

attitudes and perceptions toward writing and creativity, utilize this opportunity to

gauge out their own definition and concept of creativity, and how they exercise
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creativity outside of the classrooms. These discussions should include questions

related to learners’ motivations, interests, and perceived importance of creativity

in their education and even professional journey.

Self-efficacy. Many students in Asia are not accustomed to actively expressing their

feelings, including ideas and opinions on themselves, others, and the world around them.

Building learner’s self-efficacy in writing and fostering their confidence will be essential to their

success in this course, giving learners the opportunity to boldly express themselves without fear

and embarrassment.

○ Writing Samples: Provide easy prompts which require students to describe

themselves and their confidence levels in their proficiency and writing skills. The

writing samples should be short and within 2 to 3 paragraphs (3-5 sentences each

paragraph).

Social Characteristics

Identifying the social characteristics is important for instructional designers because it

can create a more culturally responsive environment with positive social interactions. According

to Solorzano & Yosso (2002), there is often a problem with master narrative, which “A master

narrative essentializes and wipes out the complexities and richness of a group’s cultural life” (p.

27). Avoiding creating a master narrative fosters a sense of belonging and promotes equitable

learning opportunities, which in this section, power, equity, and inclusion will be probed.

Potential Issues with Power, Equity, and Inclusion

To ensure a fair and inclusive learning environment, it is essential to address concepts

such as power dynamics, inclusion, and equity, which includes the use of culturally responsive

materials. This would include developing instructional materials that reflect the learners’ cultural
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context and provide diverse examples of creative writing, in both Mandarin and English. There

should also be collaborative activities where group work is included, which allows for peer

feedback opportunities to promote learning and expansion of diverse perspectives. Lastly,

engaging with parents and the community establishes open communication channels to reinforce

the value of creativity in education, fostering necessary support for the learners.

Implications of the Learning Environment and Learner Profile for the Curriculum Design

The learner profile, which includes the characteristics of Asian middle school students

living in China, has significant implications for the curriculum design. The learners should

experience academic and personal growth that is tailored to their needs. The existing linguistic

and cultural gaps in the educational culture need to be effectively addressed for learners to be

empowered to become more creative and innovative.

Course Analysis

Conducting a needs analysis seeks to outline the needs of the targeted learners. As Smith

and Ragan (2005) details, the students should manifest competency by the end of the unit,

achieved by satisfying the learning goals. This course allows students to learn about colors, the

meanings and symbolisms of common colors, and practice application into a real-life scenario.

The goal of this course is for learners to obtain autonomy in their learning, applying diverse tools

to assess and critique their progress. The learners will benefit significantly from the completion

of The Creative Masterclass to improve their self-expression in classrooms and outside.

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Analysis of the Course Learning Task

The overall purpose of “The Creative Masterclass” is to teach Chinese middle school

students how to become creative and innovative thinkers in life. The learning task is for students

to develop their creative writing skills, learning how to use creative words and phrases to

develop their personal writing voice, and in turn, know how to effectively communicate their

thoughts and emotions. The learning task was determined through the needs analysis, which

revealed the lack of emphasis on creative writing in the Asian educational culture. The course,

therefore, aims to address this gap by providing students with the necessary knowledge and skills

to foster their creativity and active learning through the vehicle of writing composition. By

focusing on generating ideas, developing writing styles, and communicating through words, the

course aims to empower students to become confident, independent, and autonomous English

writers.

Course Task Analysis and Major Steps

In the course analysis, one of the Cognitive Task Analysis is conceptual techniques.

Clark et al. (2008) details that “conceptual techniques produce structured, interrelated

representations of relevant concepts within a domain” (p. 579). Conceptual techniques are

required to develop structures and representations within the domain of creative writing. For

instance, one of the course tasks in “The Creative Masterclass” involves learning how to describe

emotions and feelings through the use of colors, such as “I am feeling blue” or “My anger was

like the burning red sun”. These may be descriptions directly from learners. This task aligns with

Clark’s notion of conceptual techniques that produce structured representations of relevant

concepts, using color as relative to emotional expression. Additionally, the information-

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processing analysis is about “‘decomposing’ or breaking down the goals into its constituent

parts, identifying what the students need to learn to attain the goal” (p. 83). Based on this

statement, suppose one of the lesson goals is for learners to find a topic that interests them the

most, and be able to locate YouTube videos relevant to that topic. This goal can be analyzed

using information-processing analysis to determine the specific steps and skills required to attain

it.

In discussion with an expert who has worked with middle school students one-on-one in

Taiwan, it is detailed that the process of the learners knowing themselves is knowing how to

express themselves outside of the classrooms. One of the major components of metacognition is

self-monitoring – which is relative to the concept of monitoring one’s feelings and emotions.

This posits the increase of emotional awareness, which shifts towards self-regulation of knowing

how to control one’s feelings by learning how to verbalize it. As it is suggested by Eichbaum

(2014) that by thinking about emotions, this indeed takes a metacognitive approach to what is

known as the “APCL (Analysis, Perspectives, Critique, Learning) that jump-starts the creative

writing process” (p. 68). As a result, the learners will progress from understanding emotions and

colors to effectively incorporating YouTube videos into their creative writing process.

Based on the course analysis and integration of cognitive and information-processing

analysis, the following major steps are identified for “The Creative Masterclass”:

1. Identify different colors that correspond to specific emotions.

2. Search color psychology and its association with famous brands and companies.

3. Practice describing emotions using colors in writing.

4. Brainstorm a list of topics that align with a chosen color (It can be on emotions, brands,

or color of an object).
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5. Conduct topic research and develop research skills to locate relevant information.

6. Utilize YouTube to find videos related to the chosen topic.

7. Apply critical thinking skills to determine credibility and reliability of the source.

8. Create annotations or notes to highlight important points in the YouTube videos.

9. Incorporate details and insights from video into the writing assignment.

10. Reflect on the effectiveness of chosen YouTube videos in enhancing the creative writing

process.

Course Learning Goals

According to Smith & Ragan (2004), generating a learning task analysis requires

transforming the “goal statements into a form that can be used to guide subsequent designs” (p.

76). Just like the ability to follow an experiment by replicating the steps, the expected behavior

should manifest after following the instructions. After instruction, learners will perform the

following behavior:

1. When provided with a writing prompt and given a set of emotions, the learner will be

able to select appropriate colors to describe each emotion and incorporate them

effectively into a short descriptive writing piece.

2. Given a specific topic of interest and access to YouTube, the learner will be able to locate

and evaluate relevant videos related to the topic, demonstrating effective research skills

and critical analysis.

3. When presented with a collection of resources, including YouTube videos and written

materials, the learner will be able to organize and categorize them systematically to

facilitate easy retrieval and reference during the creative writing process.
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4. Given a creative writing task, the learner will be able to apply insights and details

obtained from the located YouTube videos to enhance the quality and depth of their

writing, resulting in improved clarity, vividness, and emotional impact.

5. After engaging with YouTube videos related to their writing topics, the learner will

reflect on the influence of multimedia resources on their writing process, evaluating the

effectiveness of incorporating multimedia elements and providing self-assessments or

reflective journals.

Course Learning Outcomes

In the context of “The Creative Masterclass,” learning outcomes play a crucial role in

shaping the overall purpose and expectations of the course. They provide a clear direction for

instruction and help identify the types of knowledge and skills that learners need to acquire in

order to achieve the desired learning goals. According to Gagne (Smith & Ragan 2015), learning

outcomes have been divided into several categories, which “each category is qualitatively

different from the mental activities required in other categories” (p. 79). Given the learning goals

identified in the previous section, categories are given according to the corresponding Gagne

Types of Learning Outcomes:

1. When provided with a writing prompt and given a set of emotions, the learner will be able to

select appropriate colors to describe each emotion and incorporate them effectively into a short

descriptive writing piece.

a. Declarative: Meaning of colors; types of colors; emotions; types of emotions; feelings

b. Intellectual Skills: Make decisions on selecting colors based on emotions and symbolic

associations.
 25

c. Cognitive Strategies: Apply prior knowledge of color symbolism to connect emotions

with appropriate colors.

d. Attitudes: Demonstrate organization, expressiveness, and enthusiasm in incorporating

colors into writing.

e. Psychomotor Skills: Typing; Writing

2. Given a specific topic of interest and access to YouTube, the learner will be able to locate and

evaluate relevant videos related to the topic, demonstrating effective research skills and critical

analysis.

a. Declarative: YouTube, Keyword Search, Symbolism, Business Logos

b. Intellectual Skills: Determine suitable YouTube videos based on the chosen topic.

c. Cognitive Strategies: Evaluate the credibility of YouTube videos through critical

analysis; Discover the relevance of YouTube videos by associating back to colors.

d. Attitudes: Exhibit curiosity, discernment, and a commitment to thorough research.

e. Psychomotor Skills: Typing; Scrolling

3. When presented with a collection of resources, including YouTube videos and written

materials, the learner will be able to organize and categorize them systematically to facilitate

easy retrieval and reference during the creative writing process.

a. Declarative: Organization, Annotation, Highlighting, Note Taking

b. Intellectual Skills: Analyze resources and establish systematic categorization methods.

c. Cognitive Strategies: Develop a reliable system for labeling and storing resources.

d. Attitudes: Emphasize organization, systematic thinking, and attention to detail.

e. Psychomotor Skills: Typing; Drawing (highlight); Writing (annotation)

 26

4. Given a creative writing task, the learner will be able to apply insights and details obtained

from the located YouTube videos to enhance the quality and depth of their writing, resulting in

improved clarity, vividness, and emotional impact.

a. Declarative: Incorporation, Quoting, Paraphrasing, Summarization

b. Intellectual Skills: Extract key ideas and details from YouTube videos relevant to the

writing task.

c. Cognitive Strategies: Integrate obtained insights into writing to enhance descriptive

richness and emotional impact.

d. Attitudes: Embrace the use of multimedia elements for enhancing writing quality.

e. Psychomotor Skills: Writing; Typing

4. After engaging with YouTube videos related to their writing topics, the learner will reflect on

the influence of multimedia resources on their writing process, evaluating the effectiveness of

incorporating multimedia elements and providing self-assessments or reflective journals.

a. Declarative: Introspective, Reflection, Opinion, Feedback, Suggestion

b. Intellectual Skills: Evaluate the effectiveness of multimedia elements in enhancing

creativity, engagement, and communication.

c. Cognitive Strategies: Document reflections and evaluations through self-assessments

or reflective journals.

d. Attitudes: Confidence in self; Value of personal introspection and progress in writing.

e. Psychomotor Skills: Writing; Typing

Overview of the Units

The units in “The Creative Masterclass” have been organized based on consideration of

the sequence and complexity. In terms of sequence, the units are listed in a manner that reflects
 27

their performance in the classroom setting. Each unit is supposed to build upon the previous one.

Hence, this generates a logical progression of the acquisition of skills, where the prior unit can be

used to apply to the latter unit. When it comes to complexity, since there is a progression of

complexity, only Unit 1 and 2 may be suitable in being combined into a single unit, which

provides the opportunity to teach related concepts and skills within a single class session. The

other units require much higher complexity, which involves prerequisite knowledge and skills

that are better taught across multiple units. This approach ensures that learners can establish a

strong foundation before tackling more advanced exercises.

List of Units and Learning Objectives and Goals Achieved

Unit 1: Exploring Color Symbolism and Emotions (Learning Goals 1)

● Module 1 (60 minutes): Understanding the Meaning of Colors and Their Symbolic

Associations

● Module 2 (60 minutes): Recognizing and Describing Different Types of Emotions

● Module 3 (60 minutes): Connecting Colors and Emotions to Enhance Descriptive Writing

Unit 2: Effective Research and Critical Analysis (Learning Goal 2)

● Module 1 (60 minutes): Selecting a Topic of Interest and Accessing Relevant YouTube

Videos

● Module 2 (60 minutes): Evaluating the Credibility and Relevance of YouTube Videos

Unit 3: Organizing and Categorizing Resources (Learning Goal 3)

● Module 1 (60 minutes): Collecting and Organizing YouTube Videos and Written

Materials

● Module 2 (60 minutes): Creating a Systematic Structure for Easy Retrieval and Reference
 28

Unit 4: Integrating Insights from Multimedia Resources (Learning Goal 4)

● Module 1 (60 minutes): Applying Insights and Details from YouTube Videos to Enhance

Writing

● Module 2 (60 minutes): Improving Clarity, Vividness, and Emotional Impact in Creative

Writing

Unit 5: Reflecting on Multimedia Influence (Learning Goal 5)

● Module 1 (60 minutes): Analyzing the Influence of Multimedia Resources on the Writing

Process

● Module 2 (60 minutes): Providing Self-Assessments and Reflective Journals

The end of this document will fully analyze Unit 1: Exploring Color Symbolism and

Emotions, which focuses on color associations with each color that is commonly associated with

specific emotions and business logos. Unit 1 will be explored in Appendix A.

Visual Overview of the Course Unit

The course has a total of five units. Each unit is divided progressively to build on the last

unit. Difficulty and complexity of units increases from 1 to 5.

Table 1

Color Symbolism and Emotions

Unit Topic Course Descriptions

1 Color Symbolism and Emotions Basic fundamentals of color and emotions

a. Learn the basic colors, including
primary and secondary colors.
b. Explores common emotions and
how color influences emotions.
c. Engage in creative writing tasks
 29

Unit Topic Course Descriptions

where students use color

applications in personal lives.

Introduce students to research techniques

and tools
a. Discover media platforms and
evaluate the relevance of sources.
2 Effective Research and Critical Analysis b. Apply research skills about a
chosen color.
c. Workshops where students
practice skills and receive
immediate feedback.

Train students to organize (physically or

digitally) research materials
a. Learn how to categorize logically
for easier retrieval for the final
3 Organizing and Categorizing Resources
project.
b. Using software to manage and
create citations and bibliography.

Introduce multimedia formats and

educational potentials
Integrating Insights from Multimedia a. Extract relevant content.
4
Resources b. Integrate insights from
multimedia sources to academic
work.

Examine the broader impacts of media on

society, education, and personal
perception.
5 Reflecting on Multimedia Influence a. Engage in writing assignments
reflecting on color and how it
associates with multimedia.
b. Explore social trends
 30

Unit 1, “Exploring Color Symbolism and Emotions” serves as the foundational unit,

where the activities and instructional strategies are crafted to pave the foundation for the

subsequent units. These include introducing colors and making its connection to emotions. What

I have highlighted in this section on Unit 1 will also be highlighted in the Scope and Sequence

table.

Course Scope and Sequence Table

Unit 1: Exploring Color Symbolism and Emotion, which is being designed and developed

in this capstone, plays a crucial role in building the foundational skills necessary for the

subsequent units in "The Creative Masterclass." The scope and sequence table outline the

progression of skills from introduction to mastery across all five units, ensuring a cohesive and

effective learning journey for the learners. Table 1 represents the Course Scope and Sequence for

each of the units, which includes the preview, introduce, reinforce, and mastery.

Table 2

Course Scope and Sequence

Learning Unit Unit 2 Unit 3 Unit 4 Unit 5 Summativ

Goals 1 e
Evaluation

Color I P M
Symbolism
and Emotions
Effective I P M
Research and
Critical
Analysis
Organizing R P M
and
Categorizing
Resources
 31

Learning Unit Unit 2 Unit 3 Unit 4 Unit 5 Summativ

Goals 1 e
Evaluation
Integrating I P M M
Insights from
Multimedia
Resources
Reflecting on P M M
Multimedia
Influence

P = Preview; I - Introduce; R = Reinforce; M = Mastery

Description of the Learning Environment

The learning environment for the Creative Masterclass is designed to foster autonomy,

creativity, engagement, and most importantly, inclusivity. The course is rooted in the principles

of learner-centered design, where the environment is dynamic and interactive, allowing flexible

accommodation to a diverse range of learners. Hence, the learning environment involves

inclusivity, technological integration, collaborative spaces, flexible learning paths, reflective

practices, real-world applications, and optimal feedback and support system. The learning

environment is intended to be vibrant, fun, and learner-centric, maximizing the ability to achieve

the learning goals in the Creative Masterclass.

Organizational Stakeholders

The learners are the major stakeholders. To consider the success of this curriculum

involves their motivation, engagement, and achievement. They serve as the learner as well as the

peers, where the collaborative activities and peer interactions are integrated to increase the
 32

learning experience, providing additional perspectives, fostering a sense of community and

shared learning. The instructors also play a crucial role in delivering the curriculum, where they

are responsible for guiding the learners via providing feedback and creating a supportive

environment. The instructors also facilitate discussions and activities. There are also other

stakeholders, particularly school administrators and English instructors who need to come

together to address budget, class scheduling, and integration into the curriculum.

Typologies

A learning environment is more than a classroom as assumed; the learning environment

is not limited to a classroom inside a school. It is a space, which does not have clear boundaries,

to where students can maximize the potential to learn intended knowledge and gain the best

support that they can. This support is not just teachers and materials, but also the social, physical,

and mental surroundings. The learning environment is diverse and multi-faceted.

Formal, Non-formal, Informal Environments

Formal education involves specific educational institutions that gain a certain license or

qualification. Formal education comes with the structure that is intended and compulsory. Non-

normal may be systematic, but it does not receive certifications or licenses. This is more in an

extracurricular context where learner interests are bigger in driving their participation. Informal

learning exists on the daily life level where learning occurs unplanned and unintentionally.
 33

Individual v. Collaboration Learning Environments

Individual learning is 1-on-1 learning, involving just one student. This may occur with

the physical learning of one person, or one student working independently on an assignment or

test. Collaborative learning is group learning, involving more than two students in class as well

as working together as a team towards a project or assignment.

Physical v. Virtual Learning Environments

Physical learning is physically learning in an environment. Virtual learning involves digital

devices to learn from a distance, where a physical learning environment is not necessary.

Adaptive v. Non-Adaptive Learning Environments

Adaptive learning is to tailor towards the student, making a student-centered

environment. The difficulty level can be increased or decreased based on the performance of the

students. Non-adaptive learning is a structured and organized learning that is not procured to

each student’s wants and needs.

Synchronous v. Asynchronous Learning Environments

Synchronous is students learning at the same time as the teacher provides the lecture in

real time. Asynchronous allows students to learn at different times, where they can access

materials anytime they want.

Open v. Closed Learning Environments

Open is literally an open environment that allows new materials, ideas, people, and

values to flow freely, concentrated with open-ended activities. Closed learning is a predictable

learning environment that is carefully controlled.

 34

Design Elements that Promote Learning

Formal, Non-formal, Informal Environments

In a formal learning environment, traditional classrooms are designed with heavy theory-

based aspects of color symbolism, followed by standard assessments. The non-formal learning

environment incorporates workshops on logo design, allowing for flexibility where learners

select colors, create their own line of business, and design logos based on their self-interest. This

promotes practical engagement and hands-on learning. In an informal learning environment,

there are open discussions and informal sharing of experiences, stimulating spontaneous

discussion and reflections, allowing for deeper understanding of color symbolism and emotional

impact.

Individual vs. Collaborative Learning Environments

In an individual learning environment, learners are engaged in self-paced exploration of

color psychology, and they reflect individually on personal color choices. This approach allows

for self-reflection and independent application of concepts. On the other hand, the collaborative

learning environment involves group projects, where they work together to create one logo

design on a specific industry. This can foster teamwork, interpersonal skills, and allows for the

expansion of diverse perspectives.

Physical vs. Virtual Learning Environments

The physical learning environment includes on-site color symbolism demonstrations,

and even some hands-on color mixing sessions. Descriptive writings or logo exercises are hands-
 35

on activities that allow for immediate feedback from the instructors. The virtual learning

environment incorporates more online resources, such as having visual tours of famous company

logos, and collaborative online discussions. Having a virtual setting allows for flexibility in

accessing the materials and using multimedia resources to pave the foundation for color

psychology.

Adaptive vs. Non-Adaptive Learning Environments

The adaptive learning environment is based heavily on the learner's preferences on color.

This customization opens up the space for addressing individual feeds, providing immediate

feedback tailored to each student. On the other hand, the non-adaptive learning follows a more

structured approach, such as assigning each student with a given color, which ensures a more

consistent learning experience on just a few standardized colors.

Synchronous vs. Asynchronous Learning Enviornments

The synchronous learning environment allows real-time discussion of colors, with

collaborative group activities on color associations and even having live Q&A sessions with

logo designers or business owners. The real-time engagement allows for immediate interactions,

and collectively exploring the emotional impact of colors. On the contrary, asynchronous is self-

paced learning, which requires pre-recorded sessions of the class and interviews. This type of LE

generates flexibility in schedules, giving learners the opportunity to independently explore color

symbolism and personally engage with the materials.

 36

Open vs. Closed Learning Environments

An open learning environment encourages open-ended creative projects and collaborative

color association activities, fostering creativity and adaptability. This allows for learners to have

a free flow of ideas. In contrast, a closed learning environment is structured on foundational

concepts, having a more focused learning path and solidifying the core concepts with clear

objectives and assessments such as quizzes and matching of color and its emotional or business

associations.

Constraints and Limitations

Some elements beyond the control is the accessibility to technological resources and the

internet. Learners may have different levels of internet connectivity, and therefore, to imitate the

limitation, all materials and resources should be made to be accessible for downloading, so

learners can still access the content even when offline. Another possible constraint is the prior

knowledge of the learners; some may be familiar with the subjects and others, not so much.

Therefore, this can be alleviated by gradually introducing the generative approaches in later

units. The design of this class seeks to accommodate diverse starting points of learners,

promoting an inclusive learning experience.

Media Selection

Media is defined as the medium that delivers instruction. Media is everything about mass

communications, which is no longer limited to traditional television networks and newspapers.

Instead, media has expanded dramatically with internet and digital technologies being the

fertilizer. Anything can essentially be media, even the whiteboards, chalkboards, and the bare

walls is considered media. Media can be both physical and visual. Media has influenced
 37

education just as much as it has changed the daily lives of the twenty-first century population.

Media plays a critical role in learning, delivering knowledge and information to the learners.

Different media can also play a role in preventing instructions.

Media Versus Instructional Methods

According to Clark (1994), the difference between media and instructional methods is

that media delivers information intended to be received by the learners while instructional

method is the practice and feedback. Media is simply the vehicle, while instructional methods

involve the activities that facilitate learning. The media that will be delivered in this Creative

Masterclass are YouTube videos. These videos will be focused on explaining color psychology

and the use of colors on famous company logos. These videos serve as presentations to introduce

key concepts and showcase examples, providing more animated insight into the exploration of

color symbolism and emotions.

Studies have shown that YouTube videos are favorable choices in the use of media. First,

learners are often already familiar with the YouTube platform, and therefore, students find it to

be more engaging than other platforms (Brame, 2016). In this course, media is a supplement to

provide a different way to present information. Additionally to that, YouTube videos are not

“formal” content, which allows information to be explained as if “they explained then to a

friend” (Kohler and Dietrich 2021, p. 3). What this demonstrates is that for middle school

learners in this class, explaining concepts can be done informally, and in a way, generate more

relative connections to the young group of learners. This aids in opening up to different learning

styles, and has flexibility for asynchronous elements. However, the weakness may be
 38

technological dependency, where this goes back to the possible limitation of learner’s different

access to technology.

General Instructional Platform Selection in Terms of Affordances

Clark et al. (2010) introduces access, consistency, and cost as the affordances of media

selection. In a physical classroom with middle school students, the access to YouTube channels

is more suitable because the students are underage and may not have access to technologies. The

use of media in a physical classroom allows for immediate discussion, application, and

discussion among peers. When students watch course videos together, they have a shared

experience in which they can collectively analyze and discuss. Media-driven discussion pulls

relative information from outside of the classroom, therefore, making the media selection crucial

in the curriculum. Involvement of media tools and platforms integrates differentiated instruction

that shows diverse learning styles other than the traditional text-based teaching.

Access

Given that our learners are underage middle school students located in Asian countries,

the consideration of access is extremely important. With about 10 to 15 learners from the age 11

to 14 years old, the selected media must comply with age-appropriate content, applicable to

respective Asian countries. The chosen platforms should be accessible and user-friendly. Each

Asian country may have firewalls, or different internet access speeds. As a result, access to

YouTube videos may be limited to some; however, they are solvable via softwares to get past the

firewalls. However, within the classrooms, students will have full access to the materials. As

stated prior, they will view the materials together, then engage in sharing insights, making
 39

inquiry, and exploring ideas as a group. The access is therefore inclusive, the use of free content

material makes it accessible to the students any time.

Consistency

Considering that Asian countries come with large cultural diversity, there needs to be

consistency in cultural relevance. Concepts like color symbolism and emotional psychology

should consist of both Western and Asian perspectives and traditions. Hence, customization can

be used to have better resonation with the Asian cultural context, where the content must be

applicable and relative to the diverse backgrounds of the learners. For example, the color white

in the West means purity and peace; however, the same color represents death and morning in

Asia. Instructors must be aware of the distinctions to have more cultural awareness in the media

selection.

Cost

YouTube videos are generally free, but with free content comes advertisements. As a

result, there may be a recurring cost on the instructor side to have videos free of advertisements.

The technologies, such as laptops or computers may be a one-time cost. However, students do

not need to have individual access to their own technologies. In the case of physical classrooms,

only the instructor would need a laptop or computer that connects to the big screen for learners to

view collectively.

Specific Instructional Platform Selection in Terms of Restrictions

As a physical classroom, the specific instructional platform is a major decision that could

significantly influence the learner’s experience. The choice of media and platforms must align

with the distinct characteristics of the classroom setting. This section goes into three key
 40

considerations outlined by Clark, Yates, Early, and Moulton (2010): conceptual authenticity,

immediate feedback, and special sensory requirements. Understanding and navigating these

restrictions are essential in optimizing the learning environment and ensuring an effective and

engaging educational experience for our middle school students in the physical classroom. The

three components help to direct the decision-making process.

Conceptual Authenticity

Because the masterclass involves the exploration of colors and their emotional impacts,

the media chosen needs to accurately represent a range of cultural contexts (i.e. West vs. East),

industries (i.e., Samsung vs Apple), and emotions (Red as wealth and luck in Asia). Therefore,

the conceptual authenticity for a physical classroom is necessary. It is important to select media

and platforms that are current and practiced in real-world scenarios. In other words, outside of

the classrooms, students are still able to utilize these media and platforms on their own terms.

These technological tools are practical in the learning practice, and also apply it to personal and

professional situations.

Immediate Feedback

Students in this course are engaged in learning activities such as descriptive writing and

logo creation, making immediate feedback vital. In a physical classroom, instructors have the

ability to provide immediate feedback via real-time assessments, discussions, and peer reviews.

The media being selected should allow for immediate assessment of learners' work, thereby

reinforcing correct concepts and addressing any misconceptions during the learning experience.

Immediate feedback is important because it helps students to understand their progress in

achieving the learning objectives. In this creative writing class, the platforms should facilitate the

instructor’s ability to annotate or comment on digital documents that are also viewed by the
 41

students. This timely feedback fosters learning and also makes the instructional platforms more

responsive and interactive between peer-to-peer and peer-to-instructor.

Special Sensory Requirements

The most important sensory requirement is visual since color cannot be through aural or

smell. The activities engage in the visual sense, such as creating physical representations of logos

and incorporating color into descriptive exercises. However, being adaptive to special senses

may be done through association to colors, such as McDonald’s being a yellow logo and

therefore, the color yellow may be associated with the smell of burgers and fries.

Accommodating special sensory needs is essential to equal access to learning opportunities

among the students. Any video content of the selected media should be equipped with English or

Chinese subtitles. The placement of the physical space should also be laid out to enhance the

learning of video content. Additionally to that, considering that the course is studying colors and

its symbolism, one must consider the possibility of some students who are colorblind. In this

case, when creating visual materials such as handouts, instructors use color combinations

specific to color blind students. This Table 3 shows the key considerations for media selection.

Table 3

Key Considerations for Media Selection

Key Consideration Media Considerations

Conceptual Authenticity ● Using real-world examples, case

studies, and multimedia resources that
authentically represent the content
being taught.

Immediate Feedback ● Integration of in-class discussions and

peer-to-peer feedback mechanisms to
 42

provide fast responses to student

questions and facilitate real-time
discussions.

Special Sensory Requirements ● Limited to visual only, but can use

aural or scent to make connections to
visual colors.
● Subtitles in English or Chinese
● Handouts for students with color
vision deficiencies.

Client Preferences or Specific Conditions of the Learning Environment

In the case of a creative masterclass designed for middle school students aged 11-14, the

client, being the students themselves, do not have a significant influence on media decisions.

Given the underage group, students may not have clear preferences for specific media, and their

optimal learning experiences are often guided by pedagogical considerations rather than explicit

choices like adults. Furthermore, considering the physical classroom setting emphasized in the

masterclass, the traditional learning environment likely aligns with the developmental needs of

middle school students. Their familiarity with traditional classroom tools and materials may

make these more suitable choices for effective instruction.

Specific Media Choices

Media choices are important as these learners are digital natives. As middle school

students, they are born during the digital age and grew up familiar with the common smart

devices. Media choices, especially in Asian culture, is a way to connect the East culture with the

West. Therefore, these media choices are commonly used in Western education.

Table 4

Media Choices
 43

Media Purpose Benefits

YouTube ● To supplement traditional ● Offers a diverse range of

teaching methods by
providing visual and
auditory resources that
enhance engagement and
understanding.
educational content,
stimulates visual and
auditory learning, and
provides real-world
examples.

Pinterest ● Offers a diverse range of ● Offers a wide collection of

infographics, business content, ensuring a rich
logos, and color exploration of color
associations. symbolism across different
industries and cultural
contexts.

Yellowdig ● By utilizing Yellowdig, ● Facilitates the creation of a

learners can actively
contribute to discussions,
share their associations with
specific colors, and build a
virtual learning community.
virtual community where
students can share ideas,
thoughts, and color
associations,

Implementation of the Course

Implementation Description Introduction

The implementation of “Exploring Color Symbolism and Emotions” will start with a pilot

phase targeted at a small group of Chinese middle school students aged 11 to 14. These initial

adopters will be selected from local middle schools. The course will take an in-person approach,

there will be several key milestones, including quiz questions, completion of learning activities,

creative projects, as well as descriptive writing assignments. The course will evolve based on

real-time feedback, therefore, improvements can be continuously applied throughout the course.

The course will be implemented based on a phased approach, optimizing the learner’s experience

one step at a time.

 44

Evaluation of the Course

The evaluation for “The Creative Masterclass” is important in understanding the

effectiveness of the course and whether or not it has achieved the learning outcomes. This is a

course deliberately designed to break away from the passive way of learning common in Asian

educational institutions. The course aims to foster autonomy, active participation, and critical

thinking among Chinese middle school students. By the end of the course, the students should be

able to utilize their creative skills to enhance their expression in academic and personal contexts.

In order to evaluate The Creative Masterclass comprehensively, the New World Kirkpatrick

Model serves as the main framework to examine the course at multiple levels. Level 1 is

reaction, which assesses student satisfaction and engagement. Level 2 is learning, which assesses

the learning and capability enhancements. Level 3 is behavior, which examines how new skills

are applied in other situations. Level 4 is results, which measures the results and impact of the

course on the creative writing expressions of the learners. These levels evaluate initial responses

to long-term results, offering important insight to the learning experience and course

effectiveness.

Course Purpose, Need and Outcomes

The Creative Masterclass aims to address the learning passivity of Asian students who

are conditioned to learn in an Asian educational environment. The purpose of this course is to

give students autonomy in the learning process, which enhances their active learning skills. The

goal is to create a learning environment that encourages active participation and critical thinking.

The desired outcome includes the development of creative skills among students, where they are

able to translate their thoughts into descriptive writing.

 45

Evaluation Framework

The New World Kirkpatrick Model will be the main source for the evaluation framework.

Ultimately, Level 4: Results is the final grade of the descriptive assignment, which the piece of

work itself will determine whether or not the students have accomplished the mission. Level 3:

Behavior heavily throughout the process, because the preparation for the descriptive writing will

come in several stages, where the students apply what they have learned in several learning

activities, which they ultimately apply into their descriptive writing. As Kirkpatrick and

Kirkpatrick (2015) details, “Critical behaviors are the few, specific actions, which, if performed

consistently on the job, will have the biggest impact on the desired results” (p. 7). Level 2:

Learning will revolve around the discussion where the students interact with each other on

activities associated with color, emotional, and corporate associations. Lastly, Level 1: Reaction

will be the step that allows students to provide feedback to the instructor on how they prefer to

learn and what they believe is the most effective feedback from instructor to student, and vice

versa. Kirkpatrick and Kirkpatrick (2015) address that Level 1 and 2 are “related to effective

training” while Level 3 and 4 are “related to training effectiveness” (p. 10). Given the solid

framework, the New Kirkpatrick model will shed major light on the components of this course.

Level 4: Results and Leading Indicators

Level 4 centers around short-term observations and measurements that look at whether or

not the targeted outcomes have been achieved by the students (Kirkpatrick and Kirkpatrick,

2005, p. 55). There are many indicators that can be used to determine if students have achieved

desired results, and Kirkpatrick addresses that the indicators can be both qualitative and

quantitative (Kirkpatrick and Kirkpatrick, 2005, p. 57-8). As a result, qualitative and quantitative
 46

indicators will be used in this Creative Masterclass as students learn to translate colors into

emotions. The first indicator will be a qualitative indicator illustrated through an initial

descriptive writing about their favorite color and the reasons why they like the color. The

students are required to write at least 100 words answering the reasons why they have a favorite

color. These will be followed by quantitative quizzes that allow students to match colors with its

emotional associations, or match colors with each business logo. Students will also engage in

activities where they pretend to start a business, and create a logo that is suitable to the industry

or to serve the emotional needs of the product or service. Students will also learn how to

conduct, organize, and apply research material in preparation for their descriptive exercise.

Lastly, the final grade will be a descriptive writing exercise, which consists of a 300 word essay

and presentation on their logo project and its color associations. Table 5 refers to the indicators,

metrics, and methods for external and internal outcomes.

Table 5

Indicators, Metrics, and Methods for External and Internal Outcomes

Outcome
Increased Descriptive
Writing Proficiency
Enhanced Cultural and
Corporate Awareness
Creative Application of
Metric(s) Method(s)
(Unit of measure) (How measured)
External Outcomes
Writing scores and quality of Pre- and post-assessment of
descriptive descriptive writing assignments,
evaluated by rubrics
Knowledge retention and Pre- and post-assessment
participation quizzes on cultural and
corporate aspects discussed in
class; student participation in
discussions
Creativity scores and diversity Creation of individual logos and
 47

Color Symbolism of ideas written explanations, evaluated

for creativity, diversity, and
alignment with color symbolism
lesson
Increased Engagement Participation rates and quality of Classroom observations,
and Participation input participation rates recorded
during discussions, peer and
self-assessment of engagement
Internal Outcomes
Instructor's Pedagogical Student feedback scores Mid-term and post-course
Effectiveness surveys assessing instructor's
clarity, approachability, and
effectiveness in conveying
course content
Adaptability of Course Learner performance and Regular formative assessments,
Material to Learners' interaction feedback collected during class
Needs activities, and modifications
made based on observed
learning needs
Accessibility and Accessibility ratings and Surveys and observations to
Inclusivity of Learning feedback assess the accessibility of
Resources resources for diverse learners,
and modifications made based
on feedback received

Level 3: Behavior

Kirkpatrick and Kirkpatrick (2015) define Level 3 as the degree in which participants are

applying what they have learned in training to the job (p. 6). What this means is that the Level 3

measures whether or not the behavior being taught is being applied to actually depict their

understanding of how to compose a literature review. Level 3 examines how what is learned in

the classroom translates to other practical settings. Hence, there is a strong connection between
 48

behavior and application in the real-world. Students who have achieved Kirkpatrick’s Level 3

would be able to utilize their skills in their personal lives.

Critical Behaviors Required to Perform the Course Outcomes

According to Kirkpatrick and Kirkpatrick (2015), critical behaviors are defined as the

“specific actions” to be performed consistently and are actions that should have “the biggest

impact on the desired results” (p. 7). If the students in this writing class successfully achieve the

specific actions required, then this represents that the students are able to achieve the desired

result of writing a good literature review. In this particular class, the specific actions are assigned

as learning activities, which when submitted to the class or having participated in, will receive a

“complete” or “incomplete” grade. It is argued that critical behaviors require “100 percent

compliance” (Kirkpatrick and Kirkpatrick, 2005, p. 52). This presents the reason why scores will

not be given at this given stage. The students either successfully complete the assignment, or

they do not. Table 6 shows the learning activities in detail.

Table 6

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior for Metric(s) Method(s) Timing

Course Outcomes (Unit of measure) (How measured) (How often)
Active Participation Number of Attendance records, Weekly
contributions in class contribution logs, or
discussions digital engagement tools
Quiz Performance Quiz scores Online quiz platform or One-time, after Unit
manual grading 1 is completed
Short Descriptive Quality of descriptive Rubric-based After each unit (5
Assignments writing assessment times)
Create Your Own Creativity, adherence Rubric-based One-time (end of
Logo Project to color symbolism assessment course)
Presentation to class Clarity, content, Evaluation rubric + peer One-time (end of
application of color feedback forms course)
 49

theory
Reflection Depth of reflection on Based on completion One-time (end of
Assignment personal learning course)

Required Drivers

Kirkpatrick and Kirkpatrick (2015) emphasize on the required drivers with examples

such as “job aids, coaching, work review, pay-for-performance systems and recognition for a job

well done” (p. 7). The drivers should motivate the students to achieve optimal performance, be

accountable, and be empowered by each other. It is addressed that required drivers revolve

around reinforcement, encouragement, reward, and monitoring (Kirkpatrick and Kirkpatrick,

2005, p. 53). As a result, the basic drivers for this creative class will involve the participation

activities as well as the workshops of the logo project. Students will be able to engage in

conversations in the discussion forums to discuss the materials being offered for that week.

Students are also required to participate at least one time during class sessions. Table 7 details

the required drivers to support critical behavior.

Table 7

Required Drivers to Support Critical Behaviors

Critical Behaviors Supported

Method(s) Timing
1, 2, 3 Etc.
Reinforcing
Establish a "Student of the Weekly 1
Week" program where active
participation (the number of
participation) is publicly
recognized.
Implement a digital Weekly 1
leaderboard that showcases
top-performing students,
encouraging healthy
 50

Critical Behaviors Supported

Method(s) Timing
1, 2, 3 Etc.
competition.
Encouraging
Foster a collaborative Every class session 1, 3, 4
environment where students
are encouraged to work
together on assignments,
promoting mutual support and
learning.
Rewarding
Host a mini-competition for End of session 3,4,5
the best logo design, with the
winning entry receiving a
special reward or recognition.
Monitoring
Schedule periodic one-on-one Mid-quarter 1,2,3,4,5
or small group sessions with
students to discuss their
progress, address any
challenges, and offer
personalized guidance.

Organizational Support

To solidify organizational support, a checklist is provided for the Creative Masterclass.

All of the activities, from learning activities, participation activities, to logo projects, are

considered as process items and will be given a grade for each. Although the activities are graded

based on “complete” or “incomplete” during the process, grades will be given by the end of the

descriptive writing and presentation submission. For as long as the learning activities are

complete, they will receive full scores to increase the motivation to complete the assignments.

The participation activities will transfer into how the students provide feedback for each other

during the logo project workshops based on given rubrics.

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Level 2: Learning

According to Kirkpatrick and Kirkpatrick (2015), Level 2 learning is to understand the

degree in which the participants have acquired the intended knowledge based on their

participation in the class (p. 42). To see if the students have acquired the intended knowledge for

their creative logo project, there are both formative methods and summative methods used in this

course to ensure that learning is taking place. These will include discussions, quizzes, and the

surveys. At Level 2, the evaluation focuses on the learning outcome. The formative assessment

methods include in-class discussions, where students can apply the course material in real-time.

Discussions help students increase retention of the course material, using interactions to gain

immediate insight on the students’ understanding. Another formative assessment method is

quizzes. Quizzes are designed to test key knowledge, such as in the course, on colors and its

symbolic meanings. These quizzes are quick and can provide feedback to students and teachers,

helping both stakeholders recognize their strengths and areas for improvement. The summative

assessment methods include surveys and the final project submission. Post-assessment surveys

are provided at the end of each unit, which assesses the student’s own understanding and

confidence of what is being taught. These surveys include open-ended questions that require

short descriptive writing, matching color to symbol, and Likert scale on how they feel about the

unit and course so far. The creative logo project demonstrates the accumulation of knowledge by

allowing students to conceptualize and be guided to their final designs. This final project is the

main indicator to whether the students have achieved the educational objectives.
 52

Terminal Learning Objectives

Terminal Objective: Given a writing prompt and a set of emotions, the learners will be

able to select appropriate colors to describe each emotion and incorporate them effectively into

their logo design.

Unit 1: Learners will be able to associate specific colors with corresponding emotions.

Unit 2: Learners will demonstrate effective research skills and critical analysis in locating

and evaluating relevant videos.

Unit 3: Learners will systematically organize and categorize multimedia resources to

facilitate easy retrieval and reference.

Unit 4: Learners will apply insights obtained from multimedia resources to enhance the

quality and depth of their writing.

Unit 5: Learners will reflect on the influence of multimedia resources on their writing

process and evaluate the effectiveness of incorporating multimedia elements.

Components of Learning Evaluation

The other methods that will be used involve evaluating knowledge, skill, attitude,

confidence, and commitment (Kirkpatrick and Kirkpatrick, 2015). These address the components

of learning evaluation in detail and provide clarity to the evaluation process and the effectiveness

of the program. First, assessing knowledge revolves around the context in which participants

have absorbed information during the training or activities. Commonly, these are manifested via

tests and quizzes to determine the comprehension of the lessons. Second, there are also skill

assessments that look at how learned concepts are applied practically. Commonly, these are

manifested via hands-on activities, role-playing, and simulation. Attitude also makes up an

important component that looks at the learner’s feelings, beliefs, and perceptions towards the
 53

topics. Commonly, these are manifested via interviews and surveys. The following table

discusses each assessment further through the different units.

Table 8

Evaluation of the Components of Learning for the Course

Method(s) or Activity(ies) Timing

Declarative Knowledge “I know it.”
Quiz on Color Symbolism: Assess After Unit 1
understanding of color-emotion associations
Group Discussions: Engage in discussions Every class session
about color symbolism
Procedural Skills “I can do it right now.”
Descriptive Writing Exercise: Implement color Throughout course
associations in writing
Logo Creation Project: Apply learned concepts End of course
to create a company logo.
Yellowdig Interactive Whiteboard: Real-time During Unit 1
interaction exercise.
Attitude “I believe this is worthwhile.”
Reflective journal: Reflecting on the value of End of course
color symbolism and self-autonomy/creativity
Confidence “I think I can do it on the job.”
Peer Review Sessions: Provide constructive During Unit 3 and 4, two times overall.
feedback on logos.
Presentation: Educating others on use of color End of course, 1 time.
and company logo.
Commitment “I will do it on the job.”
Action Plan Development: Create plans to End of course
integrate color knowledge into daily life.

Level 1: Reaction

Kirkpatrick and Kirkpatrick (2015) addresses Level 1 as the degree where participants

react favorably to the learning event (p. 9). Revolving around student satisfaction, relevance, and
 54

engagement, this critical thinking course will have a mid-course evaluation and a final cover

letter that asks questions that engage in the three important Level 1 Components. Level 1 will

use both formative evaluation method and summative evaluation method (Kirkpatrick and

Kirkpatrick, 2005). The mid-course evaluation is similar to the method of pulse checking as a

formative evaluation method and the final reflection is the summative evaluation method that

comes with specific questions that digs in-depth responses from the students. Table 9 lists the

methods that will be used in this course to determine the students’ reaction to the learning events

and the Creative Masterclass course.

Table 9

Components to Measure Reactions to the Course

Method(s) or Tool(s) Timing

Engagement
Class Participation Every class session
Online Surveys Each Unit
Quizzes Each Unit
Relevance
Reflection Journal End of course

Case studies Unit 1

Customer Satisfaction
Post-Course Survey End of course
1-on-1 Interview During Unit 3

Evaluation Tools

Evaluation tools are essential for achieving educational success by providing insights into

the teaching methods and student learning. The Creative Masterclass is impeccably designed to

enhance creative skills and critical writing among middle school students. There is a robust
 55

collection of evaluation methods to capture data both qualitatively and quantitatively. The

evaluation for this course is meant to be multi-faceted, providing a comprehensive feedback

including immediate reactions, learning outcomes, behavioral changes, and long-term results.

Each tool is carefully selected to provide targeted insights.

Immediately Following the Course Implementation

This section outlines how data is going to be collected and evaluated before, during, and

after the critical writing course. There will be a combination of qualitative and quantitative

information, which is discussed more extensively below. Data collection will range from written

feedback, surveys, quizzes, and participation rates.

Survey Protocols

The learning experience is designed to help students familiarize with colors and its

associations. The survey protocol that is used at the end of this course measures the learning

experience, which includes four open-ended questions. This survey will be given to the learners

after they have submitted the final project. The open-ended questions include the following:

1. Reflect on a specific activity where you explored the connection between colors and

emotions. How did this activity enhance your understanding of color symbolism, and did

it influence the way you perceive color in your daily life? Please provide specific

examples.

2. Describe a moment in the course when you felt particularly engaged or interested in the

topic of color associations. What factors contributed to that engagement, and how did it

impact your overall learning experience?

3. In the process of creating your own logo for the project, how did you decide on the colors

to represent your company, and what considerations did you take into account regarding
 56

color psychology? Share any challenges you faced and the insights gained through this

creative endeavor.

4. Think about the unit where you explored multimedia influences on writing. How did

viewing videos related to your writing topics impact your descriptive writing process?

Were there specific aspects of the multimedia content that stood out to you and

influenced your approach to writing?

Delayed For A Period After The Course Implementation

To determine the long-term effect of the source, a survey will be provided using the

Likert scale with additional questions on the transfer of skills in other courses. Sample questions

for each Kirkpatrick level are presented in the following:

1. On a scale of 1 to 5, how engaged did you feel during the active learning activities in the

Creative Masterclass?

2. To what extent do you believe that actively participating in class discussions and hands-

on projects enhanced your understanding of color associations and symbolism?

3. Have you applied the knowledge and skills gained from the Creative Masterclass in other

areas of your academic or personal life?

4. Do you feel more confident in your ability to actively contribute to discussions and

projects after completing the course?

Data Analysis and Reporting

Since the creative Masterclass in Creative learning is to motivate middle school students

to have an inquiring mindset. Level 4 data will be presented by a final semester grade that is

cumulative of all the activities and assignments completed in the course. There will also be a

final project grade. The mean, average, highest, and lowest grades will be visually presented in a
 57

table. This means that in Level 4, the data will be aggregated and displayed through visual aids.

The final project, or known as the creative logo project, is cumulative across all units and course

assignments. Additionally to that, in order to enhance stakeholder understanding of how the

learning objectives are achieved in Level 3, behavioral data will also be involved in the data

analysis and reporting, particularly through their active engagement in discussions and group

activities.

Conclusion

This Creative Masterclass has been designed to address the learning needs of a peculiar

group of learners, recognizing the importance of creativity, critical thinking, and active learning

among middle school students in Asia. This course is specifically designed to provide an

engaging and immersive experience. The learners, who may be situated in different Asian

countries, are at a critical stage where they learn that the process of education is not always about

what is right or wrong; but rather, to pursue something of their interest and elaborate it via verbal

discussion, writing, and construction of images. The course leverages several media choices,

including YouTube, Pinterest, and Yellowdig, which aims to generate an inclusive learning

environment that can captivate learner’s attention and promote self-expression through

collaborative engagements. In conclusion, the overall goal of the course is not only to introduce

color associations and symbolism, but to integrate a sense of confidence and autonomy in the

learner’s creative abilities. These are done through hands-on activities, reflection assignments,

and real-world applications. The next section presents a detailed description of the first unit in

this course.
 58

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Appendix A: Lesson Analysis for Unit 1: Color Symbolism and Emotions

Major task: Construct a descriptive paragraph that effectively incorporates color symbolism to

convey emotions.

Learning Goal: The learner will be able to select appropriate colors to describe each emotion and

incorporate them effectively into a short descriptive paragraph.

Terminal Objective: The integration of color incorporated into the writing, using at least one

color to associate with one or more emotions.

Lesson Analysis

As we now dive deeper into the heart of the instructional design, we will focus

extensively on Unit 1: Exploring Color Symbolism and Emotions within “The Creative

Masterclass”. This unit stands as the first and pivotal segment of the design curriculum, which is

approximately one hour of instruction. The overarching purpose of the course, as outlined prior

in the design blueprint, is to equip middle school students with the skills and knowledge to

become proficient creative writers, fostering their ability to generate ideas, find their personal

writing voices, and effectively communicate their thoughts and emotions.

Unit 1: “Exploring Color Symbolism and Emotion” has been intentionally chosen

because it holds foundational significance in building the skills necessary for learners to

comprehend the connection between colors and the expression of emotions, and effectively

integrate colors and emotions into writing. This unit serves as a precursor to the subsequent

units, as it equips students with the critical skill to lay the groundwork for effective research and

creative expression. The intricacies of understanding color symbolism and emotion create a solid
 63

basis for the rest of the curriculum, making this unit essential in fostering learners’ abilities to

enhance the depth and quality of their creative writing.

Terminal and Enabling Learning Objective

The integration of color incorporated into the writing, using at least one color to associate

with one or more emotions.

a. Declarative: Meaning of colors; types of colors; emotions; types of emotions; feelings

b. Intellectual Skills: Make decisions on selecting colors based on emotions and symbolic

associations.

c. Cognitive Strategies: Apply prior knowledge of color symbolism to connect emotions

with appropriate colors.

d. Attitudes: Demonstrate organization, expressiveness, and enthusiasm in incorporating

colors into writing.

e. Psychomotor Skills: Typing; Writing

Cognitive Task Analysis

The CTA for the procedural knowledge skill of connecting color symbolism with

emotions began with Google and popular culture. With Google, the process began with matching

certain colors with prevalent industries, seeing how certain industries tend to use a given color to

elicit responses from potential consumers. Hence, from food industries, tech industries, to bank

industries, certain colors were used. The topic revolving around the psychology of color is

through Google Scholar, which provides valuable insights and ideas through an extensive review

of relevant literature delivering what colors elicit what kinds of emotions in various social

settings. This process ensures that the steps are comprehensive, accurate, and supported by
 64

research, which best aligns with the practices of teaching color symbolism and emotion in

creative writing.

To validate and enhance the CTA, I consulted a respected expert in the field of art

therapy and color psychology. The expert possesses a deep understanding of how colors evoke

emotions and has practical experience in utilizing color symbolism for therapeutic purposes in

Asia. The choice of this SME was deliberate, as their expertise not only complements the

instructional objectives, but also brings a perspective on the psychological impact of colors. The

CTA outlines the specific conditions, standards, special equipment, action, and decision steps

that are required to effectively connect color symbolism with emotions in the context of creative

writing. The CTA delineates the learner’s journey, detailing the optimal conditions and tools

necessary to successfully complete this unit’s task.

Condition

The task is performed during a designated class session focused on exploring color

symbolism and emotions. Learners will design their own color symbolism.Then learners engage

in descriptive writing within this specific context.

Standards

The learner is expected to complete the descriptive writing within 15 minutes. The

accuracy involves effectively integrating colors into writing to convey their own emotions in a

clear and meaningful way. Accuracy is assessed based on how well the selected colors align with

their chosen emotions.

Equipment

The Creative Masterclass has curated a selection of materials and equipment necessary

for the facilitation of creative expression and effective learning. The course begins with the basic
 65

writing materials, including the traditional paper and pen, or a digital writing instrument such as

laptop that allows them to type in documents like Word, Pages, or Google Doc. These tools are

fundamental in all of the writing activities to see how well-prepared the students have engaged

with the course content. Following the basic setup, the students are presented with several

handouts and writing prompts, provided with different sets of colors and emotions. These are

initial creative exercises that serve to pave the foundation for more complex activities. As the

course follows and progresses, reference materials will be introduced to deepen the

understanding of the materials. The introduction of these course materials is planned out

strategically to coincide with the specific unit and lesson.

The best strategy for this CTA, given the consideration of learners and the environment,

is to utilize a Google Doc to be presented in front of the classroom board for students to follow

the action and decision steps of connecting color symbolism with emotions. By using this online

feature, the teacher can easily present the steps in a clear and hierarchical manner, making it not

only sustainable, but more accessible for learners to follow and implement. Figure 1 shows the

flowchart of Unit 1.

Action and Decision Steps

1. IF the emotion is calm or serene, THEN select cooler tones like blues or greens for

representation.

2. IF the emotion is passionate or energetic, THEN opt for warmer tones like reds or

oranges.

3. IF the emotion is associated with sadness or melancholy, THEN consider deeper and

darker shades like purples or grays.

 66

4. IF the emotion is joyful or happy, THEN lean towards brighter and more vibrant colors

like yellows or pinks.

5. Summarize common colors and common emotions.

CTA Flowchart

The flowchart in Figure A1 indicates the action and decision steps guide the learners to

achieve the objective goal of distinguishing and integrating color and emotion. The flowchart is

designed to help students pinpoint their current emotions for the module, allowing them to match

their emotions with the color preference. The CTA serves more as a mind map that satisfies the

lesson activities in the module.

Figure A1
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Assessment of Learning During Instruction One Lesson

Assessment of learning during instruction is especially important because such

evaluations satisfy two particular functions, the first is to assess learners’ performance and the

second is to provide perspective on revisions on the instructional materials (Smith & Ragan,

2005, p. 104). Unit 1 allows for the learners to assess whether or not they understand the basis of

colors and how it is being applied in social and emotional contexts. The design of the instruction

allows for learners to have their own preferences and choices in their color selection and will
 68

allow the learners to truly enhance their autonomy and individuality through the course

materials.

The overarching assessment approach revolves around authentic assessments,aligning

with the course’s emphasis on practical application and creative expression. The course employs

a mixed methodology, incorporating paper-and-pencil assessments along with online

assessments via creative writing tasks. Colors may be universal; however, the interpretation and

perception of colors are multiple. What this demonstrates is the recognition of multiple

perspectives on the subject matter (Smith & Ragan, 2005, p. 21). This multi-faceted approach

ensures a comprehensive evaluation that goes beyond the traditional testing methods.

Unlike a competitive model, the class seeks to foster a supportive and collaborative

environment. Therefore, the class will not be based on grades or a pass/fail system. This

intentionally removes the pressure of comparison, promoting a focus on individual learning and

growth. The ultimate measure of success lies in the learners’ ability to think creatively, selecting

the colors of their own likings or desires, and engaging in the fun of writing composition.

Delivery of Module and Module Assessments

This course is delivered in a real-time physical classroom. The masterclass is created to

encourage students to speak up, learn to engage, and be bold in expressing themselves.

Therefore, a synchronous, live classroom allows instructors to actively encourage and engage in

the students, fostering inquiry, and facilitating the discussions in class. This is a safe

environment where students have the ability to discuss colors and emotions of their own

preference. The delivery of the module will rely on multimedia presentation, which uses a good

balance of visuals, audio, and written language.

 69

Given the consideration that the demographic of students are in middle school, the

delivery must avoid too much information within the time frame of the class. The delivery will

cycle between the instructor offering old and new information, then allowing the students to

reflect, either on paper, individual participation, or group activities. In other words, when a set of

new information is provided, students will go into certain activities that cultivate applying what

they have just learned. The module assessment is designed not to make students feel like they are

taking a test – but rather, a fun assessment activity where they provide what they have learned as

well as the feedback of the module and class materials. The module assessments are meant to

pave the foundation for the following units and modules after, layering the foundation and

ensuring that the students have achieved the objectives.

Unit 1 Terminal and Enabling Learning Objectives

Learning Objectives

The terminal learning objective and the enabling objectives for each CTA action step are

aligned with the overall learning goal for the course by progressively building the learners' skills

and knowledge. The objectives move from foundational knowledge of colors and emotions to the

practical application of this knowledge in descriptive writing. The CTA steps guide learners

through understanding color psychology, associating colors with emotions, and critically

analyzing descriptive writing, ensuring the learners have the necessary skills to meet the terminal

learning objective of skillfully incorporating colors to vividly represent emotions in their writing.

Terminal Learning Objectives

Skillfully select and incorporate colors to vividly represent emotions in descriptive

writing.

Objective 1.
 70

Define primary and secondary colors.

Objective 2.

Define various emotions such as happiness, anger, fear, surprise, and disgust.

Objective 3.

Identify how different colors can evoke specific emotions.

Objective 4.

Apply color associations to everyday objects and scenes.

Objective 5.

Evaluate the effectiveness of color representation in conveying emotions.

Entry Level Skills

As per Smith and Ragan (2005), entry level skills refer to the foundational knowledge

and abilities that learners need before engaging with the instructional content. These are the

must-have knowledge and skills before starting the instruction on the topic (p. 107). In this unit,

entry level skills include a basic understanding of colors, emotions, and to pair the colors and

emotions to daily life situations, such as: apple is red, the ocean is blue, crying when falling off a

bicycle, happiness when getting birthday gifts, etc. An entry-level assessment involves asking

the learners to define a few key terms related to colors and emotions. This is used to gauge their

initial knowledge.

Sample Questions:

1. Which color is commonly associated with the ocean?

a) Red

b) Yellow

c) Blue
 71

d) Green

2. How can colors influence our perception of a space or environment (select TWO)?

a) Colors have no impact on perception

b) Colors can affect mood and atmosphere

c) Colors can only affect visual acuity

d) Colors impact taste preferences

3. What emotions do you associate with the color red, and why?

4. Explain a connection between colors and emotions in everyday situations. Provide one

example from your daily life.

5. Describe a scenario where colors might influence your mood.

Pre-Assessments of Prerequisite Knowledge

Pre-assessments involve evaluating the learner’s existing knowledge, skills, and attitudes

relevant to the upcoming instruction. This can be a pre-test to determine what the learners

already know (Smith & Ragan, 2005, p. 107). The pre-assessment for this unit involves testing

the learner’s knowledge of colors, emotions, and their ability to associate them effectively. The

pre-assessment includes questions related to color symbolism, emotion representation, and

examples of effective usage in writing.

Sample Questions:

1. What do you think colors represent? Please list any colors and their meanings that

you know.

2. How do different colors make you feel? List a few colors and emotions that evoke

in you.
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3. How confident are you in using colors to express your emotions and ideas in

writing?

a. 1 (Not Confident at all)

b. 2

c. 3

d. 4

e. 5 (Very Confident)

4. What do you hope to learn in this unit about colors and emotions?

Retrieval Practice and Self-Regulation

The retrieval practice involves recalling information from memory, and self-regulation

refers to the learner’s ability to monitor and control their learning process.The retrieval practice

will be integrated into the instructional activities where learners will need to recall information

about color symbolism and emotion representation. Self-regulation will be encouraged by

providing opportunities for reflection and self-assessment. The assessment knowledge will be

monitored during the unit’s activities through periodic checks on learning, such as asking

learners to explain their color choices and how they represent specific emotions. These

questions include the following:

-What emotion do you strongly associate with the color red? Why do you think that is?

-Can you list a color that is commonly associated with happiness? Describe how this color makes

you happy.

-Are there any colors that have specific meanings in different cultures? Give an example.
 73

-Reflect on your favorite color. What emotions or feelings does this color evoke? Why do you

think there is an effect?

-If you were to create your own company, what colors would you use and why?

-How can understanding color symbolism enhance communication in advertisements or logo

designs?

-How confident are you in the ability to utilize colors to convey specific emotions in your

industry or profession?

Post-Assessments

Post-assessment serves as a pivotal stage for learners to showcase their proficiency in

achieving the terminal and enabling objectives (Smith & Ragan, 2005, p. 107). This section

aligns with the Unit 1 Terminal Learning Objective, where learners are tasked with skillfully

selecting and incorporating colors to vividly represent emotions in their descriptive writing. The

assessment item aims to provide a robust evaluation of learners' application of color symbolism

to convey emotions effectively.

Upon completion of the instructional unit, learners will engage in a practical assessment.

They will be presented with a writing prompt and a set of emotions, challenging them to

demonstrate their ability to select appropriate colors and seamlessly integrate them into a

descriptive writing piece. This post-assessment mirrors real-world scenarios, allowing learners to

apply the acquired knowledge in a creative context, reinforcing their understanding of the color-

emotion relationship. Through this evaluative process, learners can gauge their mastery of the

material and the extent to which they can apply it independently in expressive writing endeavors.
 74

Anderson and Krathwohl Table

The Anderson and Krathohl is like a Bloom’s Taxonomy that works to categorize

objectives, goals, and assessments, in addition to knowledge dimensions, including factual,

conceptual, procedural, and metacognitive knowledge. Factual knowledge deals with

terminologies and facts that learners must know. Conceptual knowledge goes into more complex

theories, principles, and classifications that come together to achieve a certain function.

Procedural knowledge is knowing how to do something. Lastly, metacognitive knowledge is the

cognitive tasks and processes. Every one of these dimensions enable learners to achieve the

target learning outcomes, as presented in the Anderson and Krathwohl Table.

Table 10

Anderson and Krathwohl Table

The The Cognitive Process Dimension

Knowledge
Dimension

1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Factual O1
Knowledge A1

Conceptual O2
Knowledge A2

Procedural O3
Knowledge A3

Metacognitiv
e Knowledge
 75

Note. Adapted from Krathwohl (2002). O = Objective, A = Assessment

Learning Activities for One Lesson

According to Smith and Ragan (2005), different types of learning is achieved through

different instructional strategies (p. 175). Therefore, in designing the course, it requires taking an

integrative approach to facilitate an engaging and informative learning experience. This approach

conglomerates diverse instructional activities, blending both supplantive and generative

strategies to accommodate varying learner characteristics and levels of prior knowledge.

Emphasis is placed on cognitive load theory to manage intrinsic load, lower extraneous load, and

elevate germane load, ensuring that the comprehension and retention of color symbolism is

optimally achieved. Acknowledging learner’s diverse backgrounds and leveraging their prior

knowledge, this course aims to foster a comprehensive understanding of the interesting

relationship between colors and emotions, employing a student-centered approach to achieve

effective learning objectives.

General Approach

Smith and Ragan (2005) states that learners should be able to “generalize beyond the

single instance of that concept to others that fall into the same category” (p. 173). Based on this

statement, the “Exploring Color Symbolism and Emotions'' course offers a comprehensive

exploration of the intricate relationship between colors and emotions, catering to learners of

diverse backgrounds and levels of familiarity with color symbolism. This course is designed to

engage participants at varying proficiency levels, and the course serves as a foundational

resource for understanding color psychology, particularly the impact colors have on human

emotions and their perceptions. While knowing the colors are easy, to pair it up with different

meanings and symbols can be challenging. Therefore, the course will be utilizing the supplantive
 76

approach, which will involve more comprehensive guidance with structured learning materials.

The aim is to provide clear explanations, scaffolding, and strong support mechanisms, ensuring

that all participants, regardless of their familiarity with the subject, can grasp the connections

between colors and its symbolic associations. The explicit instructions and deliberate resources

will aid in facilitating a solid foundation, reducing potential cognitive overload.

Learner Characteristics and Prior Knowledge

The learners for this creative masterclass are middle school students in Asia, ranging in

ages from 11 to 14. Their prior knowledge includes the basics of color recognition and emotional

understanding. They have encountered primary and secondary colors, and they possess an

awareness of common emotions experienced in their lives. However, the intricate connection

between specific emotions and the corresponding colors, especially within the context of creative

writing, is an area where they need to deepen their ability to express themselves.

Cognitive Load Theory

In managing cognitive load in the course, several strategies will be used to handle

intrinsic, extraneous, and germane loads effectively. These include segmenting, aligning, and

synchronizing (Smith & Ragan, 2005). Segmenting will be a crucial strategy to manage intrinsic

load, allowing learners adequate time to process and absorb information. This involves breaking

down content into manageable segments, so that learners can effectively grapple with the

meanings behind different colors and emotional associations. For instance, introducing colors as

primary and secondary colors deliver distinct sections that allow learners to comprehend each

segment before progressing to the next, preventing cognitive overload.

Another strategy is aligning, which involves placing textual information regarding color

psychology near corresponding graphics. For example, when analyzing the logos of prominent
 77

companies and their color choices, the companies will be divided by their color choices. In other

words, each logo will strategically be positioned within its color category. This alignment

reduces the need for excessive visual scanning, aiding learners in correlating colors with

meanings more efficiently

There will also be the synchronizing of multimedia content, such as simultaneous

presentation of videos elucidating color associations with related audio explanations. This

synchronized presentation enables learners to process auditory and visual information

concurrently, enhancing their understanding of color symbolism and emotional connotations. In

the course, there will be images shown to the class, but at the same time, there will also be videos

that explain the colors, reinforcing the same information, but in different forms. To have

differentiated instructions has been positively associated with socio-emotional outcomes (Pozas

et al. 2021). Hence, synchronization ensures that students with different learning styles are

exposed to differentiated instructions for better learning.

The implementation of the three strategies: segmenting, aligning, and synchronizing, the

course ensures that learners can effectively absorb, process, and retain information about color

symbolism and emotions.

Instructional Strategies

The unit “Exploring Color Symbolism and Emotions” deliberately chooses supplantive

strategies for the most part, which calls for a structured and guided learning path for all learners

in this course. The supplantive approach is suitable for this unit due to its emphasis on providing

comprehensive scaffolding and clear guidance. Smith and Ragan states that a higher supportive

or highly supplantive lesson involves “brief content outline” and “overview of the instructional

approach to be used” (p. 133). As the unit primarily introduces learners to the basics of color
 78

symbolism, psychology, and their emotional associations, the structured approach ensures that

all participants receive a consistent foundational understanding. For example, introducing

primary and secondary colors systematically, followed by explanations of their symbolic

meanings, aligns with the strategy’s goal.

Furthermore, the utilization of a supplantive strategy resonates with the potential anxiety

learners might experience when faced with new concepts. By offering a clear and structured

explanation, along with its definitions and examples help to create a more supportive learning

environment that reduces learner anxiety. Prioritizing a guided approach over learner-generated

content in this unit solidifies the stage for more complex explorations of color symbolism and

emotions in the latter lessons. However, towards the latter part of the lessons, the supplantive

approach will slowly be replaced by generative approach. The reason for that is because

generative will allow learners to integrate what they have learned into their own writing.

Learners will be encouraged to apply personal experiences and critical thinking to explore color

symbolism independently. This approach will enhance learner autonomy, allowing learners to

integrate their own insights and reflections into their understanding of color symbolism. The

following are the units in the course and the instructional strategies applied:

1. Unit 1: Exploring Color Symbolism and Emotions - Supplantive

Introduces primary and secondary colors, explaining their symbolic meanings and

emotional associations in a structured manner to establish a foundational understanding.

2. Unit 2: Effective Research and Critical Analysis - Supplantive

Explores research methodologies and critical analysis techniques related to color

psychology, providing structured content for learners to comprehend and apply.

 79

3. Unit 3: Organizing and Categorizing Resources - Supplantive and Generative

Encourages learners to utilize personal experiences and prior knowledge to independently

organize and categorize resources concerning color symbolism, fostering autonomy.

4. Unit 4: Integrating Insights from Multimedia Resources - Generative

Focuses on integrating insights from various multimedia resources related to color

symbolism, promoting critical thinking and personal interpretation.

5. Unit 5: Reflecting on Multimedia Influence - Generative

Emphasizes reflective learning, enabling learners to analyze and reflect on the influence

of multimedia content, fostering autonomy and self-reflection.

Specific Approach

Based on Gagne's model, there are five components that align with specific methods and

activities for The Creative Masterclass. These include declarative knowledge, procedural skills,

attitude, confidence, and commitment.

Establishing declarative knowledge (“I know it.”) is establishing the foundation of color

symbolism. Unit 1 begins with a pre-assessment on color-emotion associations. This activity

allows the instructors to assess the student’s preliminary knowledge on colors and how it can

represent different emotions and feelings. Following the pre-assessment, group discussions are

facilitated to generate a deeper engagement with the topic. These discussions allow students to

examine colors and explore new perspectives on color symbolism.

Procedural skills (“I can do it right now.”) shifts from theoretical knowledge to practical

application, introducing short descriptive writing exercises where students implement their own

color association through writing. In much later units, a logo creation project further applies the
 80

learned concepts in a real-world scenario, challenging students to design a company logo that

effectively communicates its brand message. Yellowdig, one of the media selections for

discussions, supports real-time collaboration through the interactive whiteboard.

Attitude (“I believe this is worthwhile”) fosters positive attitudes towards the material.

Students are asked to have a reflective journal. This journal serves as a tool for students to

examine color symbolism outside of the classroom. Students can reflect on their learning and

apply these concepts, developing a personal connection to the learning materials.

Confidence (“I think I can do it on the job.”) is facilitated through peer review sessions in

the latter part of the course. Students are encouraged to provide constructive feedback on their

peer’s logo designs. This process aids in the refinement of work, boosting confidence in their

creative capabilities. Additionally to that, the last unit also requires a presentation that requires

students to educate their peers about the use of color in their own company logo. Such practice

resources knowledge and enhances self-assurance in persuasive communication and public

speaking.

Commitment (“I will do it on the job.”) devises an action plan for students to integrate

color knowledge and associations into their future projects or daily lives. Practical application of

the learning materials is crucial, encouraging a continual application of color in meaningful

ways, both inside and outside of the classroom.

In Unit 1, one specific task that will be introduced is the specific focus on understanding

color symbolism through big company logos from various industries like food, finance, and

technology. The terminal learning objective is when provided with a writing prompt and given a

set of emotions, the learner will be able to select appropriate colors to describe each emotion and

incorporate them effectively into a short descriptive writing piece. The enabling learning
 81

objectives to support the terminal objectives include recall the type of colors and emotions, apply

color symbolism to associate specific colors with corresponding emotions, and integrate the

chosen colors into descriptive writing pieces in a meaningful and evocative manner.

This activity aims to explore how different industries strategically use colors in their

logos to evoke specific emotions or associations. Through this, the learners will analyze and

discuss why certain companies opt for particular colors in their branding, connecting these

choices to the emotional responses and impressions they aim to elicit from their audience.

Gain Attention / Stimulate Motivation

The purpose of this instructional event is to engage learners by exploring the strategic use

of colors in big company logos across various industries. By going into real-world examples

from food, finance, and technology sectors, learners will learn how colors are utilized to evoke

specific emotions and associations in branding. The strategy involves presenting recognizable

logos, sparking curiosity and motivation among learners to understand the underlying

psychological impact of colors in the context of corporate identity.

Inform Learner of Purpose and Objectives

Learners will be informed that the primary goal is to develop their ability to select and

incorporate colors in descriptive writing to represent emotions. The objectives include recalling

the relationship between colors and emotions, applying color symbolism to associate specific

colors with corresponding emotions, and integrating chosen colors into descriptive writing

effectively. Learners will understand that this task is designed to enhance their descriptive

writing skills while emphasizing the importance of color symbolism in communication.

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Reasons for Learning

Benefits. The benefits include improved descriptive writing skills and a heightened

awareness of the impact of color symbolism. Additionally, it is also an opportunity for

students to practice their autonomy by choosing their own colors of preference.

Risks Avoided. The failure to recognize the importance of color in branding.

Provide Preview / Overview

Learners will be given an overview of the upcoming activities, emphasizing the

connection between color symbolism, emotions, and writing. The preview will set the stage for

the exploration of big company logos and their color choices.

Recall / Stimulate Recall of Prior Knowledge. Learners will recall their existing

knowledge about colors and emotions, laying the foundation for the upcoming

exploration of color symbolism in corporate logos.

Recall / Present Analogies and Metaphors for New Knowledge. Analogies and

metaphors related to color symbolism in logos will be presented, helping learners bridge

their existing understanding to the new knowledge about strategic color choices in

branding.

Recall / Guide or Suggest Learning Strategies. Strategies for analyzing and

interpreting the color symbolism in logos will be provided, guiding learners on how to

approach the task with ease.

Process / Present Information and Examples for Prerequisite Knowledge

The module will provide detailed information on the relationship between colors,

emotions, and corporate branding. Real-world examples of big company logos will be presented

to illustrate the application of color symbolism.

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Demonstrate / Provide Demonstration

A demonstration will showcase how to skillfully select and incorporate colors in

descriptive writing by analyzing specific elements in big company logos, specifically, the

instructor will use Facebook and McDonalds as an example. Learners will observe the thought

process behind color selection and integration into writing.

Practice / Provide and Guide Practice

Learners will engage in hands-on practice by applying their understanding of color

symbolism to a set of writing prompts – what is your favorite color or industry. Guided exercises

will help reinforce the connection between emotions, colors, and descriptive writing.

Evaluate / Provide Feedback

Feedback on learners' color selections and their integration into writing will be provided

to assess their understanding and application of the concepts. Constructive feedback will guide

them towards improvement.

Conduct Authentic Assessment

An authentic assessment will involve analyzing and discussing big company logos,

allowing learners to apply their knowledge to real-world examples and verbally their

understanding of color symbolism in branding.

Transfer Learning / Enhance Transfer

Activities encouraging learners to reflect on how the knowledge gained can be applied

beyond the classroom setting will enhance the transfer of learning. Discussions on the general

implications of color symbolism in various contexts will be encouraged.

 84

Big Ideas

The big ideas encompass understanding the powerful impact of color in communication,

recognizing the strategic use of color in corporate branding, and applying this knowledge to

enhance descriptive writing skills. Learners will grasp the interconnectedness of emotions,

colors, and effective communication both in school and in other social activities.

Advance Organizer for the Next Unit

The next unit will go into the practical application of color symbolism in descriptive

writing, building upon the foundational knowledge gained in this unit. Learners can expect

exploring more advanced techniques in doing research to support their color associations with

industries.

Learning Activities Table

This 60 mins Unit will be delivered using PowerPoint slides. The PowerPoint slides will

offer information about colors, color meanings, and logos associated with colors. All activities

will also be introduced through the PowerPoint slides. Table 10 illustrates the structured

activities designed for Unit 1, Module 1, “Understanding the Meaning of Colors and Their

Symbolic Associations ”. This module aims to acquaint learners with primary and secondary

colors, and associate it with common human emotions, connecting to their own feelings and

color perceptions. The module will guide students through an exploration of these associations,

applied through hands-on activities where they select their own colors to articulate their feelings

of the day, both in writing and verbal expression, and describe the rationale for their selection of

color. The table shows instructional sequence, their time allocation, principles from the LDT

toolkit, rationales for principle, and explains supplantive instructional strategies alongside

generative activities.
85
 86

Table 11

Learning Activities for Unit One

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

Gain Attention 3 Capturing and In Module 1, Turn to your Ask learners to

focusing the capturing the neighbor, ask the say their favorite
learner’s learner’s attention question: What color. The
attention at the outset is color is your students go
increases the crucial to initiate favorite? around and all
potential of engagement and have to share
learning. focus. Given the Say: "Let’s start their favorite
exploration of with everyone color. The
color symbolism sharing what your instructor writes
in corporate logos favorite color is. the colors (no
for later units, an Everyone must need if
attention- share! Let’s start duplicated) on
grabbing with me, I love the whiteboard.
introduction silver!”
involving major
colors and their
emotional
associations aims
to stimulate
curiosity and
channel learners’
 87

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

attention toward
the significance
of colors in
branding and
personal
connections.
Learning 2 Learning and Establishing clear Tell: "Today, Encourage
Objectives motivation will and challenging we'll set clear learners to set
be learning goals. Get excited personal goals
enhanced if objectives in to challenge regarding what
learners have Module 1 ensures yourself in they wish to
clear, that learners linking colors achieve in
current and understand the with emotions understanding
challenging goals of and descriptive color symbolism
goals. associating colors writing!" and its
with emotions application in
and descriptive descriptive
writing. Clear writing.
objectives foster
motivation and
guide learners
toward a specific
outcome,
enhancing their
 88

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

engagement and
investment in the
lesson.
Reasons for 5 Learning and Emphasizing the Ask the students: Assign learners
Learning motivation autonomy and "Who's ready for into groups to
Benefits. are enhanced satisfaction some autonomy discuss why
Risks when learners learners can in choosing color is
Avoided. experience derive from industries, important in our
autonomy, understanding enjoyment in lives.
enjoyment, color symbolism creativity, and
and satisfaction. in branding and satisfaction in
descriptive learning about
writing prompts color-emotion
intrinsic connections?"
motivation.
Highlighting the Initiate group
enjoyable aspects discussions to
of exploring brainstorm on the
emotions benefits of
associated with mastering color
colors encourages symbolism in
sustained interest professional and
and active personal settings.
participation.
 89

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

Overview: 5 The learner’s Reviewing prior Turn to your Have the

a. Review/ prior knowledge in neighbor, and students go in a
Recall knowledge can Module 1 about describe a color group of 3, and
prior help or hinder color psychology you already write down all
knowledge learning and personal know. the colors they
b. Entry level knowledge of know.
skills colors helps Say: "Let's recap
create a scaffold your knowledge
for new about colors and
information. It emotions. This
acknowledges will ensure we're
learners’ existing all on the same
understanding, page before we
reinforcing jump into deeper
relevant concepts concepts."
while preparing
them for deeper
exploration.
c.Describe 8 Learning is Introducing new Tell: "Today's Facilitate class
what is new enhanced when information lesson focuses on discussions
(to be learned) the incrementally in the basics of where learners
d.New learner’s Module 1 colors and its explore new
declarative working prevents impact on color-emotion
memory cognitive emotions. We'll associations they
 90

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

capacity is not overload, make sure you're have learned and

overloaded. allowing learners not overwhelmed share their
to process color with new details." insights. This
symbolism and begins with
emotional introducing
associations primary colors,
effectively. secondary
Breaking down colors, warm and
complex concepts cool colors, and
into manageable hue, value, and
segments aligns saturation.
with cognitive
load theory,
optimizing
learning retention.
Describe/ 5 Learning and Encouraging Tell the students, Give learners to
Employ motivation are learners to set you will begin reflect on the
learning enhanced when goals, monitor thinking about learning
strategies learners set their what colors, how strategies survey
goals, monitor understanding of colors make you that worked best
their color symbolism, feel. for them in
performance and evaluate their understanding
and evaluate progress aligns color symbolism
their progress with the and describe
 91

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

towards metacognitive how they

achieving their approach. This employed these
goals. fosters self- strategies.
regulation and Ask the students:
empowerment, "Are you ready
enhancing to set goals,
engagement and track your
motivation. progress, and
assess how well
you understand
the material?
We'll help you
through it!"

Assess 5 Learning and Ensuring learners Say: "Let's check Assign learners
prerequisite motivation is have positive what you already to fill out the
knowledge enhanced when expectations for know about pre-assessment
(the “what”) learners have success in colors and survey, in which
(Declarative positive Module 1 emotions. This some questions
knowledge, expectancies for supports their will guide us on require the
concepts, success. motivation to what to cover and students to write
processes, engage with the ensure everyone's about 2-3
principles) content. By understanding." sentences about
 92

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

Enabling setting achievable their knowledge

objectives objectives and Tell: "We believe on color.
assessment providing clear in your success
pathways to and have high
success, we expectations for
bolster learners' you. Let's work
confidence and together to
motivation. achieve great
outcomes!"
Demonstrate 3 Creating Establishing a Say: "We'll guide Have the
procedures mastery- mastery-oriented you through students choose
(“how to”) orientation environment in descriptive how they are
CTA enhances Module 1 writing and logo feeling following
learning and promotes a sense creation. Let's the CTA. They
(Procedural motivation of competence learn by doing will eventually
knowledge) among learners. step-by-step!" land on a given
Demonstrating color tone.
procedures
effectively aids in
building their
confidence and
skill set,
contributing to a
positive learning
 93

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

experience.
Provide 2 Enhancing Engaging learners Ask the students: In a group of 2,
practice and epistemic in practice and "Are you ready turn to each
feedback/Pract emotions offering for some other and
ice and and positive constructive descriptive explain what
evaluate emotions and feedback fosters writing emotions are and
feedback using reducing positive and exercises? why it occurs.
checklist from negative constructive Practice will help
the CTA emotions emotions, you understand
enhances enhancing the better. Let's get
learning and learning creative!"
motivation experience in
Module 1.
Emphasizing
positive emotions
and minimizing
negative emotions
during practice
sessions
contributes to an
effective learning
environment.
Authentic 5 Learning and Module 1's Present learners Tell: "After
assessment/ motivation are assessment will with real-life listening to the
 94

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

Assess enhanced when encourage scenarios where feeling song,

learning learners learners to they must craft a write down your
using the attribute attribute their description in feeling and its
checklist success or successes or writing using association to
from the failures to effort failures to effort color to describe the color based
CTA rather than rather than innate their feelings. on this video.
ability. ability. This
principle fosters a
growth mindset,
promoting
resilience and
persistence in
learning.
Retention and 8 Learning and Providing Say: "Now, let's Each learner is
Transfer (p motivation are opportunities for apply what we've asked to fill out
138 S & R) enhanced when learners to apply learned and play “Who Am I?”
How will you learners are Module 1's a guessing game! They are to read
use it on the given knowledge in out loud the four
job opportunity to diverse contexts phrases, and the
apply what facilitates class guesses the
they have retention and color.
learned in transferability.
varying This principle
contexts aims to embed
 95

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

learning in
practical
scenarios,
enhancing its
real-world
applicability.
Big Ideas 5 Activating and Activating and Ask the students: Watch the
building upon building upon "Ready to link YouTube video
personal personal interests your interests on why the
interest can in Module 1 with our lessons McDonald’s
increase amplifies today? Let's Logo is red, and
learning and engagement and make it relevant proceed with
motivation. motivation. and engaging for introducing the
Aligning the you!" psychology of
content with colors in brand.
learners' interests Facilitate
helps in discussions on
deepening their the significance
understanding of color
and commitment symbolism in
to the subject various aspects of
matter. life and business.
Advance 5 Learning and Cultivating an Tell: "Looking Instructor will
Organizer for motivation are appreciation for forward, we'll introduce the
 96

Instructional Time Principle Rationale Instructional Activity

Sequence Strategy

the Next Unit enhanced if the the upcoming preview what's final project,
learner values tasks in Module 1 next. asking students
the task. motivates learners Understanding to think about
by emphasizing the importance of what they want
the importance upcoming tasks to do in the
and relevance of will help you stay future, and think
subsequent motivated!" of the colors that
activities. This would suit their
principle ensures logo.
that learners value
the tasks ahead,
fostering
motivation and
enthusiasm.
Total Time 60
 97

List of Capstone Deliverables

Unit 1: Color Symbolism and Emotions Lesson Materials

● PowerPoint Slides

● Handouts with visual stimuli representing various emotions

● Handouts with colors and association with company logos

● Writing prompt with specific emotions and colors

● YouTube materials on color symbolism and emotions

Assessment Materials

● Pre-assessment quiz on color symbolism and emotions

● Post-assessment test to evaluate integration of color in descriptive writing

● Checklist for assessing descriptive writing assignments

● Immediate feedback forms for in-class activities

● Quiz on Colors

CTA-Based Job Aid

● Step-by-step text guide for analyzing color options and associating them with emotions

● Flowchart illustrating decision steps for selecting colors based on emotions

Visual Aids and Infographics

● Visual aid displaying different color options and emotional impacts

● Differences in perception of color (warm/cool tone, hue, value, and saturation)

Interactive Activities

● Group activities

● Interactive Yellowdig board activities for color analysis

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Supporting Materials

● Reading materials on color psychology and emotional expression

● Examples of descriptive writing pieces incorporating color and emotions

● Checklist for monitoring student progress and participation

Feedback and Revision Materials

● Feedback forms for collecting student input on lesson

Conclusion

For the Creative Masterclass, the goal is to equip middle school students in Asia with the

skills to express themselves creatively and freely, fostering the ability to generate ideas on their

own, find their unique writing voices, and communicate their emotions effectively, both

linguistically and through the writing process. This masterclass is designed for students in the

Asian context where they have been familiar with passive learning, and therefore, the option to

use colors and emotions as an everyday expression allows for active learning, where the design is

created to align carefully with the prior knowledge of the learners. The integration of the

psychology of colors fosters a deeper understanding of emotional expression through common

colors, in addition to enhancing their creative writing skills that is carefully guided through the

units. The expected impact is a group of students who can produce emotionally resonant writing

pieces, but also generate an appreciation between the English language, colors, and emotions.

The practical exercises and creative projects allow for the maximization of collaborative

discussions, culturally intertwined applications, and practical real-life applications that are to the

learner’s own preferences and choices.

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Appendix B

Pre-Assessments
Pre-Course Survey

Email Address:

____________________________________________________________

Prior Knowledge Assessment: What do you think colors represent? Please list any colors and
their meanings that you know.

____________________________________________________________

Prior Knowledge Assessment: How do different colors make you feel? List a few colors and
the emotions they evoke in you.

____________________________________________________________

Attitude Towards Learning: How confident are you in using colors to express your emotions
and ideas in writing?

1 2 3 4 5

Not confident at all ⭘ ⭘ ⭘ ⭘ ⭘ Very confident

Expectations: What do you hope to learn in this unit about colors and emotions?
____________________________________________________________
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Appendix C

Post-Assessments
Post-Course Survey

Email Address:

____________________________________________________________

Knowledge Assessment: What are the symbolic meanings of the following colors? Select three
colors and list each symbolic meaning.
Red, Orange, Yellow, Green, Blue, Purple, Pink, Black, White, Grey.

____________________________________________________________

Knowledge Assessment: Match the following colors with their corresponding emotional
associations.

Passion Happiness Nature Sadness Purity

Red ⭘ ⭘ ⭘ ⭘ ⭘

Yellow ⭘ ⭘ ⭘ ⭘ ⭘

Green ⭘ ⭘ ⭘ ⭘ ⭘

Blue ⭘ ⭘ ⭘ ⭘ ⭘

White ⭘ ⭘ ⭘ ⭘ ⭘

Application Skills: Describe a scenario where you used color to express emotion in your
writing. What colors did you choose and why? (One paragraph)

____________________________________________________________
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Self-Reflection: How has your understanding of the symbolism of colors changed after this
course?

⭘ Greatly improved

⭘ Somewhat improved

⭘ No change

⭘ Somewhat worsened

⭘ Greatly worsened

Self-Reflection: Rate your current confidence in using colors to enhance your descriptive
writing compared to before the unit.

1 2 3 4 5

Not confident at all ⭘ ⭘ ⭘ ⭘ ⭘ Very confident

Feedback on the Course: What did you like the most about this unit?

____________________________________________________________

Feedback on the Course: What could be improved in this unit?

____________________________________________________________
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Feedback on the Course: Were the handouts useful?

1 2 3 4 5

Not Useful at all ⭘ ⭘ ⭘ ⭘ ⭘ Very Useful