Executive Summary of Results

The course supplement, Interactive Color Theory, provides a hands-on resource for the art and design professor teaching all levels of studio courses utilizing color. Initially designed as a set of foundation modules, the self-paced and investigative nature of the online resource provides a learning tool for students who learn best with repetition and visual references. With the addition of Color Theory to the foundation program in Visual Communication and Design, the understanding and use of color is now an assessment measure in interim portfolio reviews for all sophomores.

Need for the Project

For the art and design undergraduate, the topic of color has traditionally been addressed within freshman-level, two-dimensional design courses. Having observed this practice for over a decade, I came to believe this complex topic should also be addressed as a comprehensive course in and of itself. Including elements of physics, culture, and history, “Interactive Color Theory” provides the student with modules defining and describing both theory and practice. By witnessing color schema and theory through self-directed exercises and animation, it is my belief the student will be better equipped to understand and apply color to future course work. Such active learning techniques allow the student to review as often as needed for comprehension. These online modules will continue to be accessible to the student throughout their undergraduate studies. This tool provides a vehicle for color use and theory to be re-examined as more complex applications are assigned.

Use of Technology

Briefly explain how your project used instructional technology in a new or different way.

“Interactive Color Theory” utilizes modules which, through self-directed investigation, allow the student to arrive at an understanding of color theories. Three-dimensional animated sequences demonstrate how color in nature is influenced by light. An online database of culturally diverse color schema provides a global perspective to the student.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?

Through interaction with modules, students were expected to more fully understand color theory in practice and application, rather than simply by definition.

Through exposure to culturally diverse arts and crafts, students were introduced to and became more aware of non-Western cultures.

My “physics of color” animations provide a time-based, visual demonstration of the phenomenon of color and light. The understanding of additive and subtractive color is difficult to grasp for the art and design student schooled in the traditional color wheel. Different from what they have studied with pigment primaries (red, yellow and blue) these animations demonstrate the blending of colored light (red, green and blue) in the physical world.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

Active learning was promoted through self-navigation of a comprehensive website on color theory. The interactive nature of the modules allowed students to repeat exercises with multiple results for a depth of understanding. Feedback came in the form of the application of color theory to art and design projects in the courses Design Fundamentals I and II, in Computer Art and Design I, and in Graphic Design I and II. During a sophomore-level interim portfolio review, assessment of learning was conducted by faculty teaching in the above courses. Since implementing the Interactive Color Theory modules, the use and application of color has become an area of assessment within the portfolio review process employed by Visual Communication and Design.

• What resources were used? (campus technology support services, etc.)

Campus technological resources were provided through Visual Communication and Design (VCD) laboratories, hardware, and software. Programs within VCD include subjects such as interactive design, animation, graphic design, and digital imaging. Support beyond the department level was not necessary. Upperclassmen in various undergraduate programs were employed for creating supporting visuals for the modules and online resources.

• Would your project be easily understood and executed by other faculty?

I believe the results of this project are easily understood and might be executed by faculty with little or no background in graphic technology and/or online course delivery. Colleagues teaching in traditional art media such as painting and printmaking appear to value and employ these interactive color theory modules to the same degree as those instructing in digital media.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning

As Interactive Color Theory modules are used more widely across art and design curricula, a depth of learning will be developed through students’ ability to apply color theory to their respective media and disciplines. They will be able to apply color theory at more advanced levels of study.

Through witnessing color schema in art, design and craft examples from cultures other than their own, students will gain an appreciation of cultural influences on the use of color.

• Supported efforts to improve retention

The sophomore level portfolio review is an interim assessment measure in Visual Communication and Design. It analyzes demonstrated understandings, applications and skills of all BFA majors. In the past, the understanding of the use of color in project assignments was informally considered in this assessment activity. It is now a separate line item on the review forms completed by every faculty for each student participating in portfolio review.

A consistent vocabulary across the curriculum is now employed with respect to teaching color theory and schema. This shared language is expected to provide clarity to all freshmen.

• Fostered the learning of large numbers of students

On the IPFW campus, Color Design is now a comprehensive course taken by no fewer than 35 freshman majoring in BFA programs in Visual Communication and Design each fall, spring and summer term. Presently, the course is an elective available to all students. Paperwork to move this new course to a VCD foundation requirement has been submitted. There are 245 students majoring in BFA programs in Visual Communication and Design.

The Interactive Color Theory modules is available to all students and faculty on the IPFW campus. Eventually, it will be made available more widely through the World Wide Web. Outside of the program in which it was first implemented, it is this author’s expectation that the modules will be employed for learning activities in coursework in disciplines such as Interior Design, Fine Arts and Theatre (set and lighting design.)

It is also the intention of this author to submit appropriate paperwork for Color Design to be considered as a General Education offering on the IPFW campus under the area of Creative Expression.

• Has broader applications that will affect learning K-12 or community environments?

IPFW Fine Arts has recently begun offering a BA in Art Education. Soon, the director of that program will be assessing the viability of using Interactive Color Theory in methods classes. Results are not available at the time of this writing.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?

For all BFA students majoring in photography, graphic design, and computer art and design, there are portfolio reviews which now consider color theory as a fundamental topic to be assessed. Feedback as to the progress of student learning will be made available each semester upon the completion of the sophomore level portfolio review.

• How did your approach obtain measures of performance?

Provided in each Color Theory course are projects, exercises and written exams concerning the physics and theory of color. As stated previously, interim portfolio reviews measure the collective success of the BFA program with respect to color theory.

• Did you feel your measurement was accurate and effective?

The assessments gathered through portfolio review and course projects and exams have proven reliable in the past. These same measurements and practices have been employed to review the effectiveness of these interactive learning modules. I anticipate the portfolio review process will continue to provide accurate measurements of success.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?

Workshops and tutorials were provided to all faculty members using the Interactive Color Theory modules. This author was available for questions and input from her colleagues.

• How did you help to develop colleague's instructional technology skills?

Upon the completion of the first semester in which these modules were employed, the faculty who utilized these methods met to discuss their findings. Suggestions for additions and revisions to the program were discussed and collected at that time. Faculty generously submitted student examples for use in future project demonstrations.

In spring of 2005, two of the digital graphics laboratories in Visual Communication and Design added overhead projectors so that instructor’s monitor might be viewed by large classrooms.

• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?

I expect that some colleagues may consider a modular approach to foundation level subject matter of all kinds. A modular system allows for more complex examination of primary subjects as students progress in their curricula. The modular system also allows for faculty to adjust to related but different subject matter and to provide examples and additional exercises to the course.

• Is your project approach potentially applicable to other contexts or disciplines?

Three-dimensional Animations: This project approach is most definitely applicable to any discipline wishing to visually demonstrate physical phenomena over time.

Learning Modules: This project approach is applicable to any selective learning process requiring visuals and repetition.

• What tips would you offer?

Rather than invent a new method for assessing student learning, I suggest using available, proven and trusted learning outcome assessment methods for this kind of interactive tool.

Final Comments on Project Results

• Do you think you met the goals of your project?

I believe I have provided a simple-to-deliver method of visually defining elements of color theory. As well, I believe the interactive nature of this tool improves learning for those students requiring repetition for understanding.

• What, if anything, would you do differently?

In hindsight, I would have benefited from building in more time for testing and assessment methods and less for the development of visuals.

• Did you have any unexpected outcomes? (positive or negative)

I did not expect the faculty and students to utilize these materials as quickly as they did. Many positive remarks came in immediately. Many suggestions for expanding this offering have been provided.

• Would you recommend this teaching approach to colleagues?

I would definitely recommend this teaching approach to colleagues. It provides the utmost flexibility to the professors using it:

• The modular system allows students to re-examine difficult to understand material.
• The modular design allows for different professors to devise their own assignments relating to the material.
• It allows for students to revisit the material at a later date in their academic careers.
  

• What other comments or suggestions would you offer to complete this report?

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Last updated: 18 May, 2007

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