Introduction
Unit1 High- and Low-Keyed Colors
Unit2 Warm and Cool Colors
Unit3 Color Combinations
Unit4 Psychology of Colors
Final Exam!
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I hope you have enjoyed the lesson! Let us briefly reflect what we have accomplished so far.
- Unit 1: We have learned high- and low-keyed colors. High-keyed colors are pastel colors and tend to convey positive meanings. Low-keyed colors are dark colors and tend to carry negative meanings.
- Unit 2: We have learned warm colors, colors from yellow to red-violet, and cool colors, colors from violet to green-yellow. Warm colors are more appropriate for foreground elements, while cool colors are more appropriate for background elements.
- Unit 3: We have learned three types of color combinations: Analogous, complementary, and split complementary. Analogous colors tend to carry peaceful atmosphere while complementary and split complementary colors create contrast and sharpness.
- Unit 4: You have learned meanings and moods carried by specific colors: Red, orange, yellow, green, blue, violet, white, black, and brown.
Again, this course was intended to help you to realize the following three goals:
- Draw upon design principles and theories when selecting colors for instructional media.
- Justify your color selection using design principles and theories.
- Make appropriate colors selections according to design objectives.
In order to realize the goals, this course has taught various theories on colors. However, there are many theories not addressed in the course. You might wonder, while learning Unit4, "what about the positive meanings of browns?" It is important to remember that the scope of the lesson is very limited.
All the contents in this course are just brief guidelines to help your systematic selection of colors for instructional materials. There are various considerations you need to make when you are designing instructional materials. You might have moments when you want to ignore what are taught in this course. Then, don’t hesitate to do that! As Evans and Thomas (2013) state, “design is not a collection of formulas that, if followed and applied, ensure effective results” (p. 4). I hope, though, this lesson gives you some hints to help your design decision.
References
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- Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Prentice Hall.
- Clark, R. C., & Lyons, C. C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco, CA: Pfeiffer.
- Evans, P., & Thomas, M. (2013). Exploring the elements of design (3rd ed.). Delmar, NY: Cengage Learning.
- Gatto, J. A., Porter, A. W., & Selleck, J. (2011). Exploring visual design: The elements and principles (4th ed.). Worcester, MA: Davis Publications.
- Karl, H. (1994). The image is not the thing. In R. F. Fox (Ed.), Images in language, media, and mind. Urbana, IL: National Council of Teachers of English.
- Lidwell, W., Holden, K., & Butler, J. (2003). Universal principles of design. Gloucester, MA: Rockport.
- Lohr, L. L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Pearson.
- Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world (2nd ed.). Cambridge, MA: The MIT Press.
- Pettersson, R. (1989). Visuals for information: Research and practice. Englewood Cliffs, NJ: Educational Technology Publications.
- Ware, C. (2008). Visual thinking for design. Burlington, MA: Morgan Kaufmann.
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Congratulations! You've Done with the Course!
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