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Colour in the built environment: Beyond aesthetics Dr Zena O’Connor [email protected]

Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

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Page 1: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour in the built environment:

Beyond aesthetics

Dr Zena O’Connor [email protected]

Page 2: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Continuing Professional Development (CPD)

Learning objectives

1. Understand colour attributes and categories.

2. Understand the complexity of the interface between colour and human

response and the factors that influence this interface.

3. Review the diverse origins of beliefs about colour, and distinguish

evidence-based information from unsubstantiated claims.

4. Examine evidence-based information about colour.

5. Practical solutions for real problems in design and the built environment.

Zena O'Connor, PhD

Page 3: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Attributes of colour: Hue, Saturation and Tone

Zena O'Connor, PhD

Most early colour theories and research studies focussed on hue only.

Page 4: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Categories of colour

Conventional colour – Broad colour categories – ‘red’, ‘blue’, ‘green’.

Substance colour – Colour in the form of pigments and paints.

Formula colour – Pantone, Resene, NCS, car colours, etc.

Spectral profile colour – Colour in the form of light-waves.

Zena O'Connor, PhD

Page 5: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Multiple theories of colour and colour models

Zena O'Connor, PhD

Newton, 1704

Hering, 1878

Harris, 1766 Chevreul, 1855 Ostwald, 1916

Munsell, 1921 Itten, 1961 Albers, 1963

Page 6: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

The interface between colour and human response

Zena O'Connor, PhD

Page 7: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

The interface between colour and human response

Zena O'Connor, PhD

Cognitive responses – Judgments, assessments and evaluations

Affective responses – Mood, emotional reactions

Behavioral responses – Actions, movements, way-finding

Page 8: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour theories – Diverse origins & influences

• Correspondences – Elements, Seasons, geometric shapes, colours

• Traditional and New Age beliefs

• 19th & 20th century pseudo-scientific theories and fallacies

• Theories from art and design – Van Gogh, Albers, Eliasson

• Colour symbolism

• Late 20th and early 21st century robust scientific research

Zena O'Connor, PhD

Page 9: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Correspondences

Invented patterns of connection

Elements, planets, seasons, colours, shapes, etc.

Popular up to the Renaissance and beyond – Albers and the Bauhaus.

Found in many theories about colour and colour psychology.

Zena O'Connor, PhD

Nicoletto Rosex, 16th century

Page 10: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Traditional and New Age ideas and beliefs

The Chakras and colours – a Western invention?

Frequently mentioned – Health, well-being and interior design.

Colours not aligned with Chakras in original texts: Hindu Upanishads.

Zena O'Connor, PhD

William Walker AtkinsonThe Human Aura: Astral Colours & Thought Forms (1912)

Pseudonyms – Swami Panchadasi, Yogi Ramacharaka, “The

Three Initiates” , Theron Q. Dumont.

John WoodroffeThe Serpent Power (1919)

Pseudonym – Arthur Avalon.

Charles W Leadbeater The Chakras (1927)

Quoted Madame Blavatsky ‘s The Secret Doctrine, Woodroffe’s

The Serpent Power and Atkinson’s The Human Aura .

Page 11: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

19th - 20th Century Pseudo-scientific theories about colour

Many of these theories were not evidence-based

Seth Pancoast – Blue and red light could cure ailments

Dinshah Ghadiali – Spectro-Chrome machine (jailed for fraud)

Edwin Babbitt – Chromo-Disk device (awarded himself Dr)

Goldstein and Gerard – studies lacked scientific methods

Faber Birren – successful colour consultant, widely quoted.

Zena O'Connor, PhD

Page 12: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Theories about colour – Art and design

Vincent Van Gogh

Unique ideas about colour – may have had synaesthesia.

Josef Albers

Grouped colours and assigned them with specific meanings.

Zena O'Connor, PhD

Page 13: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Interface between colour and human response – Highly complex

Comprehensive research review for NASA (Wise et al, 1988).

No hard-wired linkages between colour and human response.

Personal beliefs about colour/colour symbolism play a role:

“one makes certain associations to colours and these in turn may mediate

physiological response.”

Zena O'Connor, PhD

Page 14: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour Symbolism

Influences the way in which colour is used in applied design and

the built environment

Colour Symbolism – Three distinct levels

Individual – varies considerably and highly personal.

Cultural – learned colour symbolism, cultural conditioning.

Universal – few examples of colour symbolism on this level.

Zena O'Connor, PhD

Page 15: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour Symbolism

Culturally-based colour symbolism – highly variable

Zena O'Connor, PhD

10 Cultural groups

(Rings)

84 Colour meanings

(Spokes)

(McCandless, 2010)

Page 16: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour Symbolism

Culturally-based colour symbolism – highly variable

Aslam, M.M. (2006). Are you selling the right colour? Journal of

Marketing Communications, 12 (1), 15-30.

Zena O'Connor, PhD

Page 17: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour Symbolism – Highly context dependent

Red - a range of different connotations

Zena O'Connor, PhD

Revolutionary

ideology,

Communism,

Socialism

Anger,

aggression,

danger, violence,

pain and death

Page 18: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour Symbolism – Highly context dependent

Red - a range of different connotations

Zena O'Connor, PhD

Love, romance,

virility, passion

Winning,

confidence,

competitive

advantage

Page 19: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Evidence-based information about colour

Fixational Reflex

Saccades – 2-3 eye scanning movements per second.

What attracts the attention of saccades?

– Movement

– Noticeable contrast - tonal value, saturation and hue (Boynton,

1979; McPeek et al, 1999; Shang & Bishop, 2000).

Zena O'Connor, PhD

Page 20: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

The Isolation Effect – applied design and the built environment

Strong colour & light/dark contrast draws attention to key details

– ‘Call to Action’ tabs in web design

– Product controls

– Fire exits, signage

Zena O'Connor, PhD

Page 21: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Red – ‘Attentional advantage’

Visual search times are faster for red than other colours,

dependent on contextual colour (Elliot, 2015).

Zena O'Connor, PhD

Red draws attention in a film poster, hotel interior and Washington DC underground station.

Page 22: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Red/warm colours – Attract attention and encourage ingress

Retail and restaurant interiors

Red attracts attention.

Red/Warm colours draw people further into a retail interior (Bellizzi, Crowley & Hasty, 1983).

Zena O'Connor, PhD

Page 23: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Red – Acts like an aphrodisiac for men

Red leads men to view women as more attractive and desirable.

Red as important as the waist-hips ratio and facial symmetry

from a male perspective (Elliot & Niesta, 2008).

Zena O'Connor, PhD

Page 24: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Red – Associated with winning and dominance

Red is consistently associated with a higher probability of

winning in sport (Hill & Barton, 2005).

Viewing red on others tends to increase appraisals of

dominance (Elliot, 2015).

Zena O'Connor, PhD

Page 25: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour saturation and tonal value have a strong impact

Saturation and tonal value determine whether a colour is perceived

as exciting or calming (Mikellides, 2009).

Saturation and tonal value often more important than hue.

Zena O'Connor, PhD

Initiative Media office, NYC by Ted Moudis Associates (2014).

Page 26: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour saturation and tonal value have an impact

Video: Why do some colours make you feel emotions (2:50mins)

Morgridge Institute for Research and Wisconsin State Journal.

https://youtu.be/W9cNhXNvS50

Saturation – Correlated with Arousal and Dominance

Zena O'Connor, PhD

LinkedIn offices, NYC by 1A Interior Architects (2015).

Page 27: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour saturation and tonal value have an impact

Variations of Light-Dark contrast → varia@ons in ambience

Light-dark/Brightness – correlated with Pleasure and Arousal

Zena O'Connor, PhD

Estancia Resort, Philippines and Bulgari Hotel, London.

Page 28: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour saturation and tonal value have an impact

Light-dark contrast – a major contributor to ambience

Tadao Ando (b1941) – highly effective use of light-dark contrast

Lighting and paint colour can achieve similar effects.

Zena O'Connor, PhD

Church of the Light (1989) in Osaka and Chichu Art Museum (2004) in Naoshima

Page 29: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Creating calm – Address the problem of visual noise

Excessive use of contrast and visual cluAer → visual complexity (Baldassi, Megna & Burr, 2006; Yamani & McCarley, 2011).

Saccades constantly being drawn to competing elements.

PotenOal for visual discomfort → cogniOve dissonance.

Zena O'Connor, PhD

Hôtel Belles Rives, Juan-les-Pins and interior by Brani & Desi

Page 30: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Creating calm – Address the problem of visual noise

Reduce the amount of strong contrast

– leads to a sense of calm irrespective of hue.

Use similarity of tonal value – not necessarily neutral colours.

Zena O'Connor, PhD

Kitchen, Sydney and Hilton Hôtel Nicosia Cyprus.

Page 31: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Creating calm – Address the problem of visual noise

Juniperina Juvenile Justice Centre, Lidcombe

Brief – Create a calm, ‘homely’ ambience; differentiate between

interior spaces; reduce institutionalised character.

Range of different hues in similar, light tones; bolder colours

introduced later through soft furnishings, posters and signage.

Zena O'Connor, PhD

Page 32: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Moderate polychromy – Supports mood and well-being

Office colour impacts mood and productivity but can vary due

to individual differences (Kwallek, Woodson, Lewis & Sales, 1997).

–Stimulus screening ability, preferences.

Red may be associated with anxiety and blue with depression (Kuller, Mikellides & Janssens, 2009).

Zena O'Connor, PhD

RIBA Offices, London, Theis + Khan (2015) & LEGO’s offices, Rosan Bosch & Rune Fjord (2010)

Page 33: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour strategies to attract/keep quality employees

Key issue – attracting and keeping quality employees/Millennials.

– By 2025, 75% of workforce will be Millennials

– Born between mid 1980s and 2005

Preferred workplace-design: Hybrid of work and play

– Cool, fun, flexible and campus-like and colourful.

Zena O'Connor, PhD

Google’s Dublin office (2013) by Camenzind and Facebook Menlo Park (2014) by Gensler.

Page 34: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour strategies to support/encourage Creativity

1) A mix of moderately colourful spaces to support mood and

encourage well-being.

2) ‘Blank canvas’ spaces + window views for visual respite.

3) Minimise visual clutter and unnecessary visual distractions.

Zena O'Connor, PhD

Moo’s London offices by Trifle Creative (2014) and Microsoft office by Perkins + Will (2014)

Page 35: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Pompidou Centre, Paris (1977) Renzo Piano & Richard Rogers.

Aims: Minimise the tension between visitors and the ‘serious’

museum; create “happy buildings…that people react to”.

Colour-coded external functional elements.

Zena O'Connor, PhD

Pompidou Centre, Paris.

Page 36: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Saint Cloud Leisure Centre, Boulogne-Billancourt, Paris, Koz

Architects (2009).

Internal/external colour-coding indicates different interior spaces.

Aim: To create an accessible and safe place for children to play.

Zena O'Connor, PhD

Saint Cloud Leisure Centre, Paris.

Page 37: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Hotel Puerta America, Spain (2003) and Torre Agbar Tower,

Barcelona (2005) by Jean Nouvel.

Red House by Jarmund Vigsnaes Architects (2002).

Vivid paint colour – Red House and Hotel Puerta America.

Zena O'Connor, PhD

Hotel Puerta America, Torre Agbar and Red House.

Page 38: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Nestlé Application Group building in Querétaro by Michel

Rojkind of Rojkind Arquitectos (2009).

Vivid yellow painted facade and interior re-imagines the

industrial building.

Zena O'Connor, PhD

Nestlé Application Group building in Querétaro.

Page 39: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Supergraphics

Transform perceptions of the built environment.

Encourages engagement.

Zena O'Connor, PhD

Kentish Town Health Centre in England by Studio Myerscough (2009).

Page 40: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Supergraphics

Supports ‘social engineering’ in educational institutions.

– Motivational slogans to support teaching policies.

Zena O'Connor, PhD

Achievement First Endeavour Middle School (2010), Brooklyn by Paula Scher, Pentagram .

Page 41: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Supergraphics

Highly saturated colours in supergraphics on shipyard buildings.

Re-imagines and ‘humanises’ an industrial environment.

Zena O'Connor, PhD

Port-Barcarès Gondolys shipyard buildings (1969) by Jean-Phillipe Lenclos Atelier 3D

Page 42: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – ‘Humanises’ and encourages engagement

Supergraphics

Highly saturated colours in supergraphics on shipyard buildings.

Re-imagines and ‘humanises’ an industrial environment.

Zena O'Connor, PhD

Solmer Steel Plant (1976) by Jean-Phillipe Lenclos Atelier 3D

Page 43: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Visual escape and diversion

Disrupts the predictable status quo.

Enhances experience and adds novelty value.

Re-imagines: Design/architectural archetypes.

Zena O'Connor, PhD

A nightclub? Office? Apartment building?

Page 44: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Visual escape and diversion

Disrupts the predictable status quo.

Enhances experience and adds novelty value.

Re-imagines: Design/architectural archetypes.

Zena O'Connor, PhD

Spiegel Publishing House by Verner Panton, 1969.

Page 45: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Visual escape and diversion

Baker-Miller pink – “Drunk tank” pink.

Decrease in aggressive behaviour in holding cell (Schauss, 1979).

The decline in aggressive behaviour may have been an artefact

of the colour intervention (Pellegrini, Schauss & Miller, 1981).

Zena O'Connor, PhD

Baker-Miller pink, US Naval Correctional Facility.

Page 46: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Visual escape and diversion

Temporary installation Asylum by Hot Tea/Eric Rieger (2015).

Vivid paint colour completely transformed a public pool in NYC;

private commission by K&CO and Pliskin Architecture.

Zena O'Connor, PhD

Paint colour completely transforms the site.

Page 47: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Architecture

Facade colour can help to reinforce a ‘caves or temples’

approach to architecture (Norman Foster, 1976).

Hotel Puerta America (2003) & Torre Agbar tower (2005) Spain

by Jean Nouvel; Red House by Jarmund Vigsnaes Archts (2002)

Zena O'Connor, PhD

Barrágan’s extraordinary use of Disruptive colour.

Page 48: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Architecture

Luis Barrágan (1902-1988)

Renowned for using vivid colour – contrasts with context.

Fuentes de los Amantes horse ranch (1966), Casa Gilardi (1976),

Towers of the Ciudad Satellite city (1966-68).

Zena O'Connor, PhD

Barrágan’s extraordinary use of Disruptive colour.

Page 49: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Disruptive Colour – Architecture

Facade colour as a statement Landmark strategy

Pixel by Studio 505 (2010) features a simple but visually intricate

assembly of recycled colour panels providing shade, views, glare

control and a unique ‘Landmark’ facade.

Zena O'Connor, PhD

Disruptive facade colour – creating a ‘Landmark building.

Page 50: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Orientation and Wayfinding

Colour is an effective non-verbal mnemonic device for orientation

and way-finding at a range of different scales (Lynch, 1960).

Parking stations and shopping malls.

Zena O'Connor, PhD

Colour-coding in parking stations.

Page 51: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Orientation and Wayfinding

Colour is an effective non-verbal mnemonic device for orientation

and way-finding at a range of different scales (Lynch, 1960).

Coloured pathways – retail and transportation

Zena O'Connor, PhD

Narita Airport Wayfinding System by Nikken Sekkei

Page 52: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Orientation and Wayfinding

Coloured façade flows through into the interior.

Colour breaks down the monumentality of the façade and

serves to delineate spaces within.

Zena O'Connor, PhD

Barajas Airport, Madrid, Richard Rogers Partnership, 2006.

Page 53: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Orientation and Wayfinding

Allianz Football stadium, Munich (2005) by Herzog & de Meuron

– Red, Bayern Munich; Blue, 1860 Munich, White, National team.

Large-scale housing project, southeast area of Pudong, Shanghai.

Zena O'Connor, PhD

Allianz Football Stadium, Munich and housing project, Shanghai.

Page 54: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Behaviour modification in commercial interiors

Active, collaborative areas – A range of mid level saturated

colours to indicate work teams, social areas, meeting rooms.

Quiet /contemplation areas - Less saturated colours with

minimal hue and light-dark contrasts to create a sense of calm.

Zena O'Connor, PhD

Medibank Melbourne, Hassell & Macquarie Bank Sydney, Clive Wilkinson Architects.

Page 55: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Behaviour modification in commercial interiors

Pathways and lift lobbies - Standard hue to improve

orientation and way-finding across different levels.

Zena O'Connor, PhD

Colour identifies lift lobbies and end walls.

Page 56: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour and light: Encourages engagement and improves

perceptions of safety

‘Marbles’ by Studio Roosegaarde (2012), Holland.

Glowing, pulsating objects encourage usage.

Video: Studio Roosegaarde, Dutch language (Video, 2:12mins)

https://www.youtube.com/watch?v=ArADqrplH6Q

Zena O'Connor, PhD

Page 57: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour and light: Encourages engagement and improves

perceptions of safety

Kings Cross Designing-Out Crime (UTS) project.

Coloured light projections in laneways behind Kings Cross area.

Alternatively – Fluorescent paint or graffiti-resistant paint.

Zena O'Connor, PhD

Page 58: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Influences perceptions of size

“Monochromy allows the exact evaluation of an object (and by

extension, a building)... polychromy destroys the pure form.”

Polychromy minimises volume and can alter the perception of

large or monolithic façades (Le Corbusier, 1925)

Zena O'Connor, PhD

Polychromy minimises perceptions of building size and volume.

Page 59: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Influences perceptions of size

Similarity between facade colour and contextual colour can

minimise the visual impact of a building (O’Connor, 2011).

Effective paint colour strategy to reduce the ‘eyesore’ factor.

Zena O'Connor, PhD

Waste Recycling Centre, Belrose

Page 60: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Influences perceptions of size

Research supports anecdotal evidence in the fashion industry –

darker clothing creates the impression of a smaller silhouette.

Zena O'Connor, PhD

Variations in perceptions of silhouette size.

Page 61: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour – Inherent vs. Perceived colour

Variation occurs due to influencing factors (Anter, 1996, 2001).

– Changes in ambient lighting.

– Variations in surface quality.

– Influence of contextual colour (simultaneous contrast).

Zena O'Connor, PhD

Inherent colour

Perceived colour

Page 62: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Children’s hospitals and facilities

Colour – ‘Humanises’ and encourages engagement.

A strong preference for lighter, more saturated colours (Boyatzis & Varghese, 1994; Park, 2014).

Zena O'Connor, PhD

Edinburgh Children’s Hospital, Texas, 2006; Children’s Hospital of Philadelphia, 2006.

Page 63: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Children’s hospitals and facilities

Children’s colour preferences – influenced by prevailing trends

in film, television and children’s toys.

Bring new trends to life with updated paint colours.

Zena O'Connor, PhD

Edinburgh Children’s Hospital, Texas and Toronto Children’s Hospital.

Page 64: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Children’s hospitals and facilities

Children’s colour preferences – influenced by prevailing trends

in film, television and children’s toys.

Bring new trends to life with updated paint colours.

Zena O'Connor, PhD

USCF Benioff Children’s Hospital, Oakland CA.

Page 65: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Children’s day care centres

Colour – Effective non-verbal Orientation and Wayfinding device

Zena O'Connor, PhD

Childcare centre in Denmark by CEBRA.

Colour-coded hubs for

children’s activity, dining, and

sleeping areas and staff area.

Page 66: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Children’s day care centres

Colour – Effective non-verbal Orientation and Wayfinding device

Play areas - Saturated contrasting colours to ignite imagination.

Dining areas – Minimal contrasts to minimise excitement.

Reading areas - Darker colours to distinguish from play areas

and encourage quiet.

Sleeping areas - Minimise hue and saturation contrast to

minimise visual ‘noise’ and encourage a sense of calmness.

Zena O'Connor, PhD

Page 67: Colour in the built environment: Beyond aesthetics...Continuing Professional Development (CPD) Learning objectives 1. Understand colour attributes and categories. 2. Understand the

Colour in healthcare environments

Lack of reliable, evidence-based information

Comprehensive review on colour in healthcare settings:

– Evidence is “conflicting, anecdotal and loosely-tested” (Schwartz & Tofle, 2005).

Zena O'Connor, PhD

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Colour in healthcare environments

Influence of stimulus-screening ability

Stimulus-screening ability varies (Dijkstra, Pieterse, & Pruyn 2008).

Stress-reducing effects of green and arousal-inducing effects of

orange in healthcare environments:

– More pronounced for people with low stimulus screening

ability than for those who are able to effectively screen out

complexity in the environment.

Zena O'Connor, PhD

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Colour in healthcare environments

All-white and green colours – negative connotations

Sterile, stark, clinical and lifeless.

Barren, cold and inhospitable.

White functionality:

“Things should be seen to be clean” Florence Nightingale.

Zena O'Connor, PhD

Bland interiors that prefer to remain anonymous.

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Colour in healthcare environments

‘Homelike’ colours – can help to minimise anxiety.

Children prefer bright, more saturated colours (Cohen & Trostle, 1990).

Older people prefer more marginally saturated colours and

stringer contrast (Leibrock, 2004).

Zena O'Connor, PhD

Colour ‘humanises’ and encourages engagement.

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Colour and contrast – Older people and aged care environments

Visual perception declines from middle age onwards.

Strong colour contrast – improves environmental legibility.

Zena O'Connor, PhD

Colour ‘humanises’ and encourages engagement.

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Colour and contrast – Older people and aged care environments

People with Dementia and Early Onset Alzheimer’s disease can

experience difficulties with spatial awareness:

• Difficulty judging distances; identifying an object from its

background; finding light-switches, toilet/bathroom floor.

Zena O'Connor, PhD

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Colour and contrast – Older people and aged care environments

Recommendations – Strong colour contrast (70%+)

• Between steps and risers, and leading edge of step;

• Contours and boundaries - walls from floors; doors from

walls; windows from walls; railings from walls.

• Light switches and walls, toilet and bathroom floor.

Zena O'Connor, PhD

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Colour and contrast – Older people and aged care environments

Signage

• Sans serif fonts – Strong, thick strokes.

• Less than 10 words – Quickly and easily read.

• Icon representations – an effective non-verbal alternative.

Zena O'Connor, PhD

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Colour and contrast – Older people and aged care environments

Signage

• Text/Background colour contrast – aim for 85+ Light-dark

differential for effective legibility (Arthur & Passini, 1992).

Zena O'Connor, PhD

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Façade Colour – Contributes to a sense of Place

Façade colour and regional ‘Imageability’ (Lynch, 1960)

Cinque Terre region, Burano, Positano, Italy; Longyearbyen,

Norway; Guanajuato, Mexico, Tobermory, UK; Santorini, Greece.

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Façade Colour – Contributes to a sense of Place

‘Heritage’ Colours

• Planning policy frequently recommends ‘Heritage’ colours.

– Colours are fixed to a particular time and place.

• New approach – Evolving chromatic continuity rather than a

‘frozen’ colour palette (Portoghesi, Porter, 1997).

Zena O'Connor, PhD

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Façade Colour – Creates a sense of Place

Planning Policy and Façade colours

Zena O'Connor, PhD

Colour-coded buildings

“Colours schemes must

complement the harbour”

“Dark greens, mid-greys but not

dark browns” (SMH, 2004)

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Façade Colour – Creates a sense of Place

Planning Policy and Façade colours

Problematic terms – ‘Harmonious’, ‘Sympathetic’, ‘Compatible’ colour

– Not defined.

– Definitions vary considerably due to cultural and individual

differences (O’Connor, 2009).

– Colour Similarity ≠ Harmonious Colours

Research indicates people prefer some level of contrast (O’Connor, 2006).

Zena O'Connor, PhD

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Selected ReferencesAnter, K.F. (1996). Inherent and perceived colour in exterior architecture. Paper presented at the

Colour and Psychology Conference, Gothenburg.

Aslam, M.M. (2006). Are you selling the right colour? Journal of Marketing Communications, 12(1),

15-30.

Bellizzi, J.A, Crowley, A.E., & Hasty, R.W. (1983). The effects of color in store design. Journal of

Retailing, 59(1), 21-45.

Boynton, R.M. (1979). Human color vision. New York: Holt, Reinhart & Winston.

Elliot, A.J. (2015). Color and psychological functioning: A review of theoretical and empirical work.

Frontiers in Psychology, 6(4), 1-8.

Elliot, A.J, & Niesta, D. (2008). Romantic red: Red enhances men's attraction to women. Journal of

Personality and Social Psychology, 95(5), 1150-1164.

Hill, R.A, & Barton, R.A. (2005). Red enhances human performance in contests. Nature, 435, 293.

Kuller, R, Ballal, S, Laike, T, Mikellides, B, & Tonello, G. (2006). The impact of light and colour on

psychological mood: A cross-cultural study of indoor work environments. Ergonomics, 49(14),

1496-1507.

Kuller, R, Mikellides, B, & Janssens, J. (2009). Color, arousal, and performance - A comparison of

three experiments. Color Research and Application, 34(2), 141-152.

Kwallek, N, Woodson, H, Lewis, C.M, & Sales, C. (1997). Impact of three interior color schemes on

worker mood and performance relative to individual environmental sensitivity. Color Research

and Application, 22(2), 121-132.

Zena O'Connor, PhD

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Selected ReferencesLynch, K. (1960). The image of the city. Cambridge: MIT Press.

Manav, B. (2007). Color-emotion associations and color preferences: A case study for residences.

Color Research and Application, 32(2), 144-150.

Mehrabian, A. (1977). Individual differences in stimulus screening and arousability. Journal of

Personality, 45, 237-250.

Mikellides, B. (1990). Color and psychological arousal. The Journal of Architectural and Planning

Research, 7(1), 13-20.

O'Connor, Z. (2011). Façade colour and judgments about building size and congruity. Journal of

Urban Design, 16(3), 397-404.

Park, Y, & Guerin, D.A. (2002). Meaning and preferences of interior color palettes among four

culture. Journal of Interior Design, 28(1), 27-39.

Welbourne, L.E, Morland, A.B, & Wade, A.R. (2015). Human colour perception changes between

seasons. Current Biology, 25(15), 646-647.

Whitfield, T.W.A, & Whelton, J. (2015). The arcane roots of colour psychology, chromotherapy, and

colour forecasting. Color Research and Application, 40(1), 99-106.

Whitfield, T. & Whiltshire, T.J. (1990). Color psychology: A critical review. Genetic, Social and

General Psychology Monographs, 116(4), 385-411.

Wise, B.K., Wise, J.A., & Beach, L.R. (1988). The human factors of color in environmental design: A

critical review. NASA Grant No. NCC 2-404. Moffett Field, CA: NASA Ames Research Centre.

Zena O'Connor, PhD

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Zena O'Connor, PhD

Thank you – Questions, Comments

Beauty Remains – Photographs of Lithuanian garage doors by Agne Gintalaite, 2015

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Dr Zena O’Connor

An independent research consultant, Zena holds a PhD from the University of

Sydney, a Master’s Degree in Design (University of Technology, Sydney) and a

Bachelor’s Degree (University of Technology, Sydney).

Zena delivers evidence-based insight and research reports and seminars

relating to environment-behavior interactions and in particular colour in the

built environment, colour psychology, colour in logo design and branding, visual

literacy and colour mapping studies. Zena’s clients include a wide range of

organisations in the commercial, government and academic sectors.

[email protected]

http://zenaoconnor.com.au

Zena O'Connor, PhD