The effect of chromatic and achromatic color schemes on children’s emotions in a preschool classroom

buir.advisorOlguntürk, Nilgün
dc.contributor.authorDalirnaghdeh, Donya
dc.date.accessioned2016-06-08T13:32:31Z
dc.date.available2016-06-08T13:32:31Z
dc.date.copyright2016-05
dc.date.issued2016-05
dc.date.submitted2016-06-08
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionIncludes bibliographical references (leaves 87-99).en_US
dc.description.abstractColor is salient design element that can influence people's behaviours and emotions in the interior space, it can also trigger specific physical and psychological responses in human beings. Therefore, its proper use in the interior space can lead to positive outcomes such as creating a healthier environment. In that regard, this research examines the effect of chromatic and achromatic color schemes on color-emotion associations in children in the interior space of a general classroom. The goal of this study is determining whether the responses caused by color are strong enough to create a positive or negative emotion in a child. Furthermore, saturation maybe more effective than hue in determining whether a color is calming or exciting, in addition, children prefer brighter and more saturated colors to less saturated ones. In that sense, high and low saturated blue, high and low saturated red as chromatic colors and high and low saturated grey and white were selected as achromatic colors. This study was conducted on eighty preschool children with 5 years of age, from two private preschools in Ankara, Turkey. Photographic simulations were used as the tool to create different views of the classrooms and the children were asked to match each view to one facial expression representing anger, sadness, neutral and happiness. The results indicated that classrooms with high saturated blue, low saturated red and white as the wall colors elicited positive emotions in the child while the rest were associated with either negative emotions or no emotions at all.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2016-06-08T13:32:31Z No. of bitstreams: 1 10112186.pdf: 5102905 bytes, checksum: 66e771f2d0de9b48704b69b80c219f6e (MD5)en
dc.description.provenanceMade available in DSpace on 2016-06-08T13:32:31Z (GMT). No. of bitstreams: 1 10112186.pdf: 5102905 bytes, checksum: 66e771f2d0de9b48704b69b80c219f6e (MD5) Previous issue date: 2016-05en
dc.description.statementofresponsibilityby Donya Dalirnaghdeh.en_US
dc.embargo.release2017-06-08
dc.format.extentxii, 133 leaves : illustrations (some color).en_US
dc.identifier.itemidB153452
dc.identifier.urihttp://hdl.handle.net/11693/29152
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectChildrenen_US
dc.subjectColoren_US
dc.subjectEmotionen_US
dc.subjectInterior Spaceen_US
dc.subjectPreschoolsen_US
dc.titleThe effect of chromatic and achromatic color schemes on children’s emotions in a preschool classroomen_US
dc.title.alternativeAnaokullarında kromatik vr akromatik renk şemalarının çocukların duyguları üzerindeki etkisien_US
dc.typeThesisen_US
thesis.degree.disciplineInterior Architecture and Environmental Design
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMFA (Master of Fine Arts)

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