Effects of Emotional and Systematic Color Learning on Students’ Modelling Abilities

Abstract

The aim of this study is to examine the effects of emotional and systematic color learning on students’ modeling activities. After classifying 6 classes into 3 groups, the participants were asked to perform the same modeling activities after having experienced the two types of color learning in different orders. Rather than learning to understand colors as knowledge, those participants who first experienced emotional color learning were more likely to use different colors, while students who first experienced systematic color learning drew more pictures. Results therefore indicated that students created richer images with various techniques when their sense of color and knowledge of color both increased.