Subjective Colour.
Colour and Contrast (Part two).
(The Interaction of Colour - Albers/ The Art of Colour - Itten).
Tertiary neutral - when the colours cancel out its chromatic value (for example, mixing colour complimentaries). Optical principles still apply to neutral colours.
- dependent on purity of hue, tone and saturation.
- we always see full spectrum colour, the colours are just mixed in different proportions.
Itten's colour contrasts:
1. Tone - can be monochromatic/ spatial quality allowing us to read tonal colours in text.
2. Hue - the greater the distance between hues on a colour wheel, the greater the contrast/ juxtaposition of different hues (isolated colour on different backgrounds, for example, yellow on black, stand out because of this greater contrast)/ the proximity of colour and tone.
3. Saturation - the juxtaposition of light and dark values and their relative saturation.
4. Extension - assigning proportional field sizes in relation to the visual weight of a colour (balance).
5. Temperature - the juxtaposition of hues considered 'warm' and 'cool' (theoretical value, for example, certain colours will start to warm up others).
Slight gradients start to appear when colours are used next to each other - black borders between creates pure colour - optical mixing causes gradients that do not exist.
6. Complementary - for example a high contrast between black and white/ optical effects can be created, for example, 'vibration' (opposite = colour harmonies - when colours sit comfortably together).
7. Simultaneous - formed when boundaries between colour perceptually vibrate (for example, red and green - simultaneous contrast forcing colours onto neutrals).
Tuesday, 28 February 2017
COP Lecture Series: Colour Theory - Systematic Colour
Part one.
Systematic Colour.
Three area which can relate to how we see colour:
- physical
- physiological
- psychological
Spectral colour - colour that is evoked by a single wavelength of light in a visible spectrum. This single wavelength generates monochromatic light.
Every wavelength is perceived as a spectral colour in a continuous spectrum.
The colours of similar or sufficiently close wavelengths are often indistinguishable by the human eye.
Colour is based on light - each colour has a different wavelength.
White light hits something physical and splits into colour - travels at different wavelengths and speeds, eg. red produces longer wavelengths and purple, shorter wavelengths.
Our perception of any colour is based on the eye receiving light which has been reflected from a surface or object.
White takes on the colour around it, whereas black absorbs more light so retains more of its colour. The colour of the surface will also affect a colour.
For example, the sky is pure white light - wavelengths bouncing off everything produce its colour, such as particles/ shorter and longer wavelengths, such as sunsets/ the sky has no colour.
The eye contains two kinds of receptors:
RODS - convey shades of black, white and grey.
CONES - allow the brain to perceive colour.
There are three types of cones:
1. sensitive to red-orange light.
2. sensitive to green light.
3. sensitive to blue-violet light.
When a single cone is stimulated, the brain perceives the corresponding colour.
If our green cones are stimulated, we see 'green'/ if our red-orange cones are stimulated, we see red'/ if both our green and red-orange cones are simultaneously stimulated, our perception is 'yellow' - Yellow does not exist as a colour.
Because of this physiological response, the eye can be 'fooled' into seeing the full range of visible colours through the proportionate adjustment of just three colours: red, green and blue.
The way we perceive colour can be affected by different physiological aspects, for example, colour blindness.
Part two.
The Principles of Colour.
Josef Albers (1888 - 1976)
Johannes Itten (1888 - 1967)
Colour - pigment - media.
Primary - secondary - tertiary.
Mixing primary, secondary and tertiary colours eventually cancel each other's wavelengths out and the colour becomes a neutral grey.
Spectral colour - the eye cannot differentiate between spectral yellow and some combination of red and green. The same effect accounts for our perception of cyan, magenta and other in-between spectral colours.
Colour modes: RGB - screen based colour (additive)/ CMYK - print based colour (subtractive).
The primaries of RGB provide secondaries of CMYK.
Part three.
Dimensions of Colour.
Chromatic value = hue + tone (luminance) + saturation.
Luminance (shade)
- how much light does it reflect?
- tint - adding more white.
- tone - adding white/ dark.
Saturation
- amount of colour we see.
Conclusion: we always see colour in relation to something else. The Pantone colour matching system can help with this in reproducing exact colours for design work.
Systematic Colour.
Three area which can relate to how we see colour:
- physical
- physiological
- psychological
Spectral colour - colour that is evoked by a single wavelength of light in a visible spectrum. This single wavelength generates monochromatic light.
Every wavelength is perceived as a spectral colour in a continuous spectrum.
The colours of similar or sufficiently close wavelengths are often indistinguishable by the human eye.
Colour is based on light - each colour has a different wavelength.
White light hits something physical and splits into colour - travels at different wavelengths and speeds, eg. red produces longer wavelengths and purple, shorter wavelengths.
Our perception of any colour is based on the eye receiving light which has been reflected from a surface or object.
White takes on the colour around it, whereas black absorbs more light so retains more of its colour. The colour of the surface will also affect a colour.
For example, the sky is pure white light - wavelengths bouncing off everything produce its colour, such as particles/ shorter and longer wavelengths, such as sunsets/ the sky has no colour.
The eye contains two kinds of receptors:
RODS - convey shades of black, white and grey.
CONES - allow the brain to perceive colour.
There are three types of cones:
1. sensitive to red-orange light.
2. sensitive to green light.
3. sensitive to blue-violet light.
When a single cone is stimulated, the brain perceives the corresponding colour.
If our green cones are stimulated, we see 'green'/ if our red-orange cones are stimulated, we see red'/ if both our green and red-orange cones are simultaneously stimulated, our perception is 'yellow' - Yellow does not exist as a colour.
Because of this physiological response, the eye can be 'fooled' into seeing the full range of visible colours through the proportionate adjustment of just three colours: red, green and blue.
The way we perceive colour can be affected by different physiological aspects, for example, colour blindness.
Part two.
The Principles of Colour.
Josef Albers (1888 - 1976)
Johannes Itten (1888 - 1967)
Colour - pigment - media.
Primary - secondary - tertiary.
Mixing primary, secondary and tertiary colours eventually cancel each other's wavelengths out and the colour becomes a neutral grey.
Spectral colour - the eye cannot differentiate between spectral yellow and some combination of red and green. The same effect accounts for our perception of cyan, magenta and other in-between spectral colours.
Colour modes: RGB - screen based colour (additive)/ CMYK - print based colour (subtractive).
The primaries of RGB provide secondaries of CMYK.
Part three.
Dimensions of Colour.
Chromatic value = hue + tone (luminance) + saturation.
Luminance (shade)
- how much light does it reflect?
- tint - adding more white.
- tone - adding white/ dark.
Saturation
- amount of colour we see.
Conclusion: we always see colour in relation to something else. The Pantone colour matching system can help with this in reproducing exact colours for design work.
Tuesday, 21 February 2017
OUGD401 - Study Task 06 - Prototype Solutions
PROTOTYPE SOLUTIONS 01
This first proposed solution was taken from initial ideas generation in suggesting an advertising campaign which would consist of a poster/series of posters that give statistics on the negative impacts of gender stereotypes in children's toys and advertising on their development. This first proposed solution was taken from initial ideas generation in suggesting an advertising campaign which would consist of a poster or series of posters that give statistics on the negative impacts of gender stereotypes in children’s toys and advertising on their development.
The imagery shows two simple bar graphs made from illustrations of LEGO blocks. This idea was again based on the piece of research from Narahara (1998) which suggests that children are more likely to undervalue something if they cannot relate or identify with it. The aim in using a universally-known toy was so that children and their parents could relate with the toy and therefore engage more with the advertisement.
The colours used within this prototype solution also use the idea of gender-neutrality. Yellow and green are not typically associated with either boys or girls, but both genders, as well as being two of the common colours found within classic LEGO construction sets. As a result, this aims to show that you do not always need to use gender stereotypes within advertising in order to gain a reaction, as some research showed that people working in advertising sometimes use such stereotypes purposefully in order to gain profits. For instance, it is assumed that consumers would feel uncomfortable buying a toy labelled as “for girls” for a boy or vice versa. This means that consumers are forced to buy two sets for a boy and a girl, rather than handing toys down to another generation. Based on this research, the use of green and yellow colours would mean that the advertisements aim to target an audience consisting of both males and females, as gender stereotypes are increasingly affecting both, particularly in terms of children’s toys, their play, skills development, and essentially their future careers.
PROTOTYPE SOLUTION 02
The second prototype solution was taken from initial ideas generation in suggesting the combination of the classic LEGO construction set and the new LEGO Friends set, which was designed specifically for girls. LEGO originally branded itself as a universal construction toy, however the introduction of this set designed ‘for girls’ brings in a new body of stereotypes into children’s play. Through combining the two sets of LEGO, this prototype solution aims to communicate how such stereotypes in children’s play is limiting their future lives because they do not adequately develop skills, such as fine motor and perseverance, which they gain from a broad range of play and toys.
The materials used for this solution use secondary imagery of various LEGO sets from both ranges that have been collated into hand-cut collages. Images show rough sketches and simple collages on how these could potentially look. The use of collage has been used to relate subtly to child-like creative play and so promotes the development of this skill, whilst also potentially gaining a younger audience. This uses similar research to that of pototype solution one in using imagery that children could potentially identify with and therefore engage with the material more. In a similar sense, it would also attract the attention of parents who would relate the choice of materials and imagery to work of their children, therefore giving the advertisements a personal touch almost.
The imagery would be accompanied by a bold statement of text, such as ‘let toys be toys’ or ‘what it is is gender-neutral’ which takes inspiration from visual examples of exisiting LEGO advertisements. This text would use either Gill Sans or Pragmata Pro Italic, which both have apparent links to children’s books and toys. Gill Sans was used for elements of cover information on the 1935 Penguin books, whereas Pragmata Pro Italic has similar characteristics to that of the typeface used for LEGO’s logotype. Both of these would add subtly to the relatability of the advertisements because of their use within children’s play and learning.
PROTOTYPE SOLUTION 03
The aim of this final prototype solution was to create two advertisements: one which uses completely neutral colours and another which uses ‘gendered’ colours in order to explore whether or not it is possible to create an effective piece of work without the stereotypes typically portrayed in many exisiting advertisements.
Another variation of this idea could be to combine a stereotypical feminine toy with a stereotypically masculine colour, and vice versa. For instance, combining a Barbie doll with a blue background. This variation would aim to make the younger audience question what toys they consider for boys and for girls, in the hope that messages conveyed from this piece of work would later on influence how they play and what they play with. As a result, this would successfully link back to the initial research question and start to reduce the negative impacts on children’s development so that they are able to express themselves in more ways that may eventually lead into their future lives and careers.
For instance, the imagery used in these prototype mock-ups depict a toy train, which could stereotypically be seen as a boys toy. One variation pairs this image with a neutral green background, whilst the other pairs the image with a stereotypically ‘girly’ shade of pink.
The black lines depicted on the pink variation symbolises where a body of text would potentially sit within the design. The layout of this was influence by the ‘what it is is beautiful’ LEGO advertisements, which have a clear structure and hierarchy of information, with the image sitting in the middle and being the main focus of the advertisement.
This first proposed solution was taken from initial ideas generation in suggesting an advertising campaign which would consist of a poster/series of posters that give statistics on the negative impacts of gender stereotypes in children's toys and advertising on their development. This first proposed solution was taken from initial ideas generation in suggesting an advertising campaign which would consist of a poster or series of posters that give statistics on the negative impacts of gender stereotypes in children’s toys and advertising on their development.The imagery shows two simple bar graphs made from illustrations of LEGO blocks. This idea was again based on the piece of research from Narahara (1998) which suggests that children are more likely to undervalue something if they cannot relate or identify with it. The aim in using a universally-known toy was so that children and their parents could relate with the toy and therefore engage more with the advertisement.
The colours used within this prototype solution also use the idea of gender-neutrality. Yellow and green are not typically associated with either boys or girls, but both genders, as well as being two of the common colours found within classic LEGO construction sets. As a result, this aims to show that you do not always need to use gender stereotypes within advertising in order to gain a reaction, as some research showed that people working in advertising sometimes use such stereotypes purposefully in order to gain profits. For instance, it is assumed that consumers would feel uncomfortable buying a toy labelled as “for girls” for a boy or vice versa. This means that consumers are forced to buy two sets for a boy and a girl, rather than handing toys down to another generation. Based on this research, the use of green and yellow colours would mean that the advertisements aim to target an audience consisting of both males and females, as gender stereotypes are increasingly affecting both, particularly in terms of children’s toys, their play, skills development, and essentially their future careers.
PROTOTYPE SOLUTION 02
The second prototype solution was taken from initial ideas generation in suggesting the combination of the classic LEGO construction set and the new LEGO Friends set, which was designed specifically for girls. LEGO originally branded itself as a universal construction toy, however the introduction of this set designed ‘for girls’ brings in a new body of stereotypes into children’s play. Through combining the two sets of LEGO, this prototype solution aims to communicate how such stereotypes in children’s play is limiting their future lives because they do not adequately develop skills, such as fine motor and perseverance, which they gain from a broad range of play and toys.
The materials used for this solution use secondary imagery of various LEGO sets from both ranges that have been collated into hand-cut collages. Images show rough sketches and simple collages on how these could potentially look. The use of collage has been used to relate subtly to child-like creative play and so promotes the development of this skill, whilst also potentially gaining a younger audience. This uses similar research to that of pototype solution one in using imagery that children could potentially identify with and therefore engage with the material more. In a similar sense, it would also attract the attention of parents who would relate the choice of materials and imagery to work of their children, therefore giving the advertisements a personal touch almost.The imagery would be accompanied by a bold statement of text, such as ‘let toys be toys’ or ‘what it is is gender-neutral’ which takes inspiration from visual examples of exisiting LEGO advertisements. This text would use either Gill Sans or Pragmata Pro Italic, which both have apparent links to children’s books and toys. Gill Sans was used for elements of cover information on the 1935 Penguin books, whereas Pragmata Pro Italic has similar characteristics to that of the typeface used for LEGO’s logotype. Both of these would add subtly to the relatability of the advertisements because of their use within children’s play and learning.
PROTOTYPE SOLUTION 03
The aim of this final prototype solution was to create two advertisements: one which uses completely neutral colours and another which uses ‘gendered’ colours in order to explore whether or not it is possible to create an effective piece of work without the stereotypes typically portrayed in many exisiting advertisements.Another variation of this idea could be to combine a stereotypical feminine toy with a stereotypically masculine colour, and vice versa. For instance, combining a Barbie doll with a blue background. This variation would aim to make the younger audience question what toys they consider for boys and for girls, in the hope that messages conveyed from this piece of work would later on influence how they play and what they play with. As a result, this would successfully link back to the initial research question and start to reduce the negative impacts on children’s development so that they are able to express themselves in more ways that may eventually lead into their future lives and careers.
For instance, the imagery used in these prototype mock-ups depict a toy train, which could stereotypically be seen as a boys toy. One variation pairs this image with a neutral green background, whilst the other pairs the image with a stereotypically ‘girly’ shade of pink.
The black lines depicted on the pink variation symbolises where a body of text would potentially sit within the design. The layout of this was influence by the ‘what it is is beautiful’ LEGO advertisements, which have a clear structure and hierarchy of information, with the image sitting in the middle and being the main focus of the advertisement.
OUGD401 - Studio Brief 02 - Initial Idea 2
Idea Two:
This idea is to show the negative impacts on a child's development when they only play with toys considered for their gender. Research has shown that children need to access a range of toys and play experiences in order to develop areas such as spatial, social, perseverance and fine motor skills. For example, toys focused on action, construction and technology help with spatial skills, problem solving and encourage being active. Toys focused on role play allow children to practice social skills, and arts and crafts help with fine motor skills and perseverance. Boys and girls need the chance to develop all these areas, however many stores divide toys into separate sections, which means both miss out. These ideas would be communicated in a style similar to that of an unknown designer researched during the module OUGD402. A series of posters would be produced featuring three-dimensional graphs and charts made from children's toys, such as Lego bricks, in order to show statistics and research into children's development when they do not have the chance to access all areas of play.
Materials:
Lego bricks would make up bars on a graph, whilst various children's toys such as model trains and Barbie dolls would make up the different sections of a pie chart. The toys would represent a corresponding skill which can be developed in children from play with this toy.
This idea is to show the negative impacts on a child's development when they only play with toys considered for their gender. Research has shown that children need to access a range of toys and play experiences in order to develop areas such as spatial, social, perseverance and fine motor skills. For example, toys focused on action, construction and technology help with spatial skills, problem solving and encourage being active. Toys focused on role play allow children to practice social skills, and arts and crafts help with fine motor skills and perseverance. Boys and girls need the chance to develop all these areas, however many stores divide toys into separate sections, which means both miss out. These ideas would be communicated in a style similar to that of an unknown designer researched during the module OUGD402. A series of posters would be produced featuring three-dimensional graphs and charts made from children's toys, such as Lego bricks, in order to show statistics and research into children's development when they do not have the chance to access all areas of play.
Materials:
Lego bricks would make up bars on a graph, whilst various children's toys such as model trains and Barbie dolls would make up the different sections of a pie chart. The toys would represent a corresponding skill which can be developed in children from play with this toy.
OUGD401 - Studio Brief 02 - Initial Idea 1
Idea One:
Lego is considered a universal construction toy, which is not made for any specific gender. However, recently the company have brought out a 'Lego Friends' series which is marketed specifically towards girls. This Lego Friends sets seem to be bringing in a new stereotype into the world of Lego, suggesting that these sets are specifically for girls and include scenes which are considered 'girly' such as a catwalk. This first idea is to combine the two worlds together and show the classic male figures in the Lego Friends world carrying out typically 'girly' things. This will then be used in contrast to the 'Friends' figures which will be shown carrying out typically 'manly' tasks, such as building construction. This idea aims to shatter the gender stereotypes which are produced by children from an early age, suggesting they already have a clear idea as to what jobs or toys are suitable for females. These will be in the form of advertisement posters and also aim to communicate how children need all skills producing from toys such as construction, technology, arts and crafts, etc to help in their development. For example, of fine motor, spatial, perseverance and social skills.
Alternative Idea:
Show a single Lego figure rather than a whole scene and depict these in different uniforms and job roles, again aiming to shatter such gender stereotypes made (or forced upon) by children at a young age. For example, show a female figure wearing a construction uniform to show such jobs are not only aimed towards men.
Materials:
Use physical Lego construction kits and figures to produce these scenes and create more of an impact. These sets would have to be well-considered so that the same set can be used for multiple scenes - first consider the scenes and composition of the images.
If this proves to be too complicated, consider the use of collage, depicting each figure into different scenes, such as those suggested.
Audience:
These advertising campaign posters will be aimed at both adults, as well as children. The use of a well-known brand and child's toy would attract the attention of children who would instantly recognise the toy. This would mean that they engage more with the poster and start to realise that neither toys nor jobs have a gender. Adults, in particular mothers and fathers, would also engage with the advertisements in wanting their children to have freedom in what they play with, as well as helping with their development.
Lego is considered a universal construction toy, which is not made for any specific gender. However, recently the company have brought out a 'Lego Friends' series which is marketed specifically towards girls. This Lego Friends sets seem to be bringing in a new stereotype into the world of Lego, suggesting that these sets are specifically for girls and include scenes which are considered 'girly' such as a catwalk. This first idea is to combine the two worlds together and show the classic male figures in the Lego Friends world carrying out typically 'girly' things. This will then be used in contrast to the 'Friends' figures which will be shown carrying out typically 'manly' tasks, such as building construction. This idea aims to shatter the gender stereotypes which are produced by children from an early age, suggesting they already have a clear idea as to what jobs or toys are suitable for females. These will be in the form of advertisement posters and also aim to communicate how children need all skills producing from toys such as construction, technology, arts and crafts, etc to help in their development. For example, of fine motor, spatial, perseverance and social skills.
Alternative Idea:
Show a single Lego figure rather than a whole scene and depict these in different uniforms and job roles, again aiming to shatter such gender stereotypes made (or forced upon) by children at a young age. For example, show a female figure wearing a construction uniform to show such jobs are not only aimed towards men.
Materials:
Use physical Lego construction kits and figures to produce these scenes and create more of an impact. These sets would have to be well-considered so that the same set can be used for multiple scenes - first consider the scenes and composition of the images.
If this proves to be too complicated, consider the use of collage, depicting each figure into different scenes, such as those suggested.
Audience:
These advertising campaign posters will be aimed at both adults, as well as children. The use of a well-known brand and child's toy would attract the attention of children who would instantly recognise the toy. This would mean that they engage more with the poster and start to realise that neither toys nor jobs have a gender. Adults, in particular mothers and fathers, would also engage with the advertisements in wanting their children to have freedom in what they play with, as well as helping with their development.
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