RESEARCH - Color, Vision, and Art (Aug. - Dec. 2014)
Artists see the world in different ways.
In the early summer weeks of 2014 I visited spaces and found places not previously envisioned. Marks and impressions collided as exploration, investigation, and imagination hit the pages of my sketchbook. Drawings morphed from one lending to the next, returning to previous, and moving on to another. Each illustrated page grew not in isolation but recursively with one predicting and defining others through carbon paper imprinting and repetition of elements in unforeseeable ways. I thought about adding watercolor and decided not to, remembering the beautiful illustrations in my Gray's Anatomy textbook...blacks, greys, and muted primaries on creamy white pages. Memories of long hours, hard work, broken and healed spirits of my past life in medicine led me to another space a few years back.
I once taught an art student with color vision deficiency. His mother told me that he likes to draw and that he is colorblind. As I shared painting techniques and color mixing with the class, I felt lost: I didn’t know how to teach my student about color. At the time, I wondered, ‘What should I do?’ and how-to searches on the Internet didn’t fill my knowledge gap. I remained lost. Recently with the making of my sketchbook, I thought about vision and pondered, ‘What do you see?’ I see colors, lots of colors. I take pictures to capture the warm colors of a summer sunset. I chose not to add color to my sketchbook pages preferring the monochromatic feel of black ink, grey graphite, and blue carbon. And seeing color is just one part of vision. Reflecting on ‘What do you think?’ through the process of making art, now I wonder if what I do will make a difference in how we see.
~1 of 12 male students in a typical classroom may be colorblind, sometimes unrecognized by the student self, peers, teachers, family members, and society at large. The social and learning implications of colorblindness often live in hidden spaces. Art teachers should not feel lost when faced with learners who see color and art in different ways. My investigations will merge scientific with artistic perspectives to illustrate contemporary approaches to support teachers and learners.
updated August 23, 2016
Learn more about my UF Research:
http://www.hoyangfineart.com/color-vision--art.html
In the early summer weeks of 2014 I visited spaces and found places not previously envisioned. Marks and impressions collided as exploration, investigation, and imagination hit the pages of my sketchbook. Drawings morphed from one lending to the next, returning to previous, and moving on to another. Each illustrated page grew not in isolation but recursively with one predicting and defining others through carbon paper imprinting and repetition of elements in unforeseeable ways. I thought about adding watercolor and decided not to, remembering the beautiful illustrations in my Gray's Anatomy textbook...blacks, greys, and muted primaries on creamy white pages. Memories of long hours, hard work, broken and healed spirits of my past life in medicine led me to another space a few years back.
I once taught an art student with color vision deficiency. His mother told me that he likes to draw and that he is colorblind. As I shared painting techniques and color mixing with the class, I felt lost: I didn’t know how to teach my student about color. At the time, I wondered, ‘What should I do?’ and how-to searches on the Internet didn’t fill my knowledge gap. I remained lost. Recently with the making of my sketchbook, I thought about vision and pondered, ‘What do you see?’ I see colors, lots of colors. I take pictures to capture the warm colors of a summer sunset. I chose not to add color to my sketchbook pages preferring the monochromatic feel of black ink, grey graphite, and blue carbon. And seeing color is just one part of vision. Reflecting on ‘What do you think?’ through the process of making art, now I wonder if what I do will make a difference in how we see.
~1 of 12 male students in a typical classroom may be colorblind, sometimes unrecognized by the student self, peers, teachers, family members, and society at large. The social and learning implications of colorblindness often live in hidden spaces. Art teachers should not feel lost when faced with learners who see color and art in different ways. My investigations will merge scientific with artistic perspectives to illustrate contemporary approaches to support teachers and learners.
updated August 23, 2016
Learn more about my UF Research:
http://www.hoyangfineart.com/color-vision--art.html