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A reflective model for colour studies learning

Demirbilek, Nur & Smith, Dianne J. (2009) A reflective model for colour studies learning. In Smith, Dianne J., Green-Armytage, Paul, Pope, Margaret, & Harkness, Nick (Eds.) Proceedings of the 11th Congress of the International Colour Association, The Colour Society of Australia Inc, Sydney, New South Wales, pp. 1-8.

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Abstract

In a university context how should colour be taught in order to engage students? Entwistle states, ‘What we learn depends on how we learn, and why we have to learn it.’ Therefore, there is a need to address the accumulating evidence that highlights the effects of learning environments on the quality of student learning when considering colour education. It is necessary to embrace the contextual demands while ensuring that the student knowledge of colour and the joy of discovering its characteristics in practice are enhanced. Institutional policy is forcing educators to re-evaluate traditional studio’s effectiveness and the intensive 'hands-on' interactive approach that is embedded in such an approach. As curriculum development involves not only theory and project work, the classroom culture and physical environment also need to be addressed. The increase in student numbers impacting the number of academic staff/student ratio, availability of teaching support as well as increasing variety of student age, work commitments, learning styles and attitudes have called for positive changes to how we teach. The Queensland University of Technology’s restructure in 2005 was a great opportunity to re-evaluate and redesign the approach to teaching within the design units of Interior Design undergraduate program –including colour. The resultant approach “encapsulates a mode of delivery, studio structure, as well as the learning context in which students and staff interact to facilitate learning”1 with a potential “to be integrated into a range of Interior Design units as it provides an adaptive educational framework rather than a prescriptive set of rules”.

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ID Code: 28101
Item Type: Conference Paper
Additional URLs:
Keywords: Interior design, colour education
ISBN: 1877040762
Subjects: Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > DESIGN PRACTICE AND MANAGEMENT (120300) > Design Innovation (120302)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > DESIGN PRACTICE AND MANAGEMENT (120300) > Design Practice and Management not elsewhere classified (120399)
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Past > Schools > School of Design
Copyright Owner: Copyright 2009 Nur Demirbilek and Dianne Smith
Copyright Statement: Matters of copyright for all images and text associated with the abstracts and papers contained within the AIC 2009 Programme and Abstract Book and AIC 2009 Proceedings are the responsibility of the authors. The AIC and The Colour Society of Australia will not accept responsibility for any liabilities arising from the publication of any of the submissions. Reproduction of this document or parts thereof is prohibited without written permission of The Colour Society of Australia Incorporated. All copies of the individual papers remain the intellectual property of the individual author and/or their affiliated institutions. Please use the following format to cite material from the AIC 2009 Programme: Author(s). "Title of paper", Proceedings of 11th Congress of the International Colour Association, Sydney, 2009, page numbers. The papers appearing in these Abstracts and Proceedings compose the proceedings of the technical conference cited on the cover and title page of this volume. They reflect the authors’ opinions and are published as presented, in the interests of timely dissemination. Their inclusion in this publication does not necessarily constitute endorsement by the editors or by the Colour Society of Australia. Papers were selected by the congress programme committee to be presented in oral or poster format. Some, where noted, were double blind refereed and others reviewed by editors or programme committees.
Deposited On: 20 Oct 2009 11:17
Last Modified: 29 Feb 2012 20:37

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