Color Project

Color Project

Justification Activity
In short, the main goal this week for my unit was to construct a graphic that utilized color, depth, and space in the most effective and impactful way. Basically, I wanted to create a graphic that translated the concept of dominance. In fact, the graphic I created this week was constructed to show how dominance relates to varying degrees of emphasis in design. Furthermore, I believe my graphic shows how dominance determines the visual weight of a composition, establishes space and perspective, and often resolves where the eye goes first when looking at a design. In the end, I believe my design this week effectively demonstrates the concept of dominance by using a variety of color, space, and depth.
 
Users

For this unit of instruction, the intended, target demographic of learners for this particular graphic using color, depth, and space will be beginner art and design, high-school students. Essentially, it is expected that this specific audience of learners will be able to read at a high-school level and possess intense focus, motivation, and adaptable social skills. Furthermore, each learner is assumed to have depth-of-field skills, spatial-visualization skills, and an eye for color. Finally, each learner must possess the ability to listen to and follow directions on concrete and abstract design subjects.

Why I Think My Solution Works

Essentially, I believe my graphic on dominance works because it draws the learner’s eye to the word “dominance” and its concept through its colorful design. In fact, I believe the use of color as well as the square shapes and then the subsequent use of a larger rectangle without color draws the learner’s eye immediately to the larger section or shape within the composition. Specifically, I believe I used the quantity and measurement quality of color to show differentiation between the squares in the background and the rectangle in the foreground (Lohr, 2008, p. 265). Additionally, I used spatial symmetry in the colorful squares of the background to create a sense of equilibrium between the different color squares used (Lohr, 2008, p. 275). In other words, I believe my use of contrast, color, and space effectively demonstrates the word “dominance.” Furthermore, I believe the rectangle containing the word “dominance” is highlighted or enhanced even more with the use of depth. In essence, by creating depth with the use of drop shadows on the “dominance” rectangle, I created a weaved effect with the rectangle that makes it appear to pop-through or rise above the other background squares of color. In the end, I believe I effectively communicated the concept of dominance through color, depth, and space.

User-test

To complete a user-test on my graphic on dominance, I used my co-worker’s high-school son, who is also an art student, to test my visual elements. Essentially, I asked him explain to me what he saw within the graphic and what he believed was being translated to the student. Within seconds, he told me that he knew exactly what was being translated. He said he believed the graphic was demonstrating the concept of dominance. Furthermore, he said that he thought the visual provided an easy way to understand the concept because the word and the rectangle containing the word were the most dominant part of the composition. Thus, although simple, I believe my graphic translated what was intended.

Changes I will make

After reflecting on the results of my user-test, I do not believe I have any changes need on this visual. Additionally, I believe the use of color, depth, and space efficiently and effectively help translate the meaning and the importance of this particular topic to my unit of instruction. In essence, although this graphic is extremely simple in its design; I believe its simplicity helped translate the concept to the learner in an easy-to-understand manner. In the end, I believe this graphic helps explain the foundational concepts of dominance for high school design students.

 

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.