*Color associations -

Myth # 3: Neutral colors are best
A common myth is that the best palette for
learning environments is comprised of neutral
colors, because it allows the students and teacher
to become the focus, rather than the architecture.
This is the same reasoning that was used in the
1960s and 70s to justify the proliferation of sterile
glass, steel and aluminum boxes in cities around
the world. The thought was that flexible,
rationally engineered buildings could house
anything with equal efficiency, downplaying
monumental architecture and reinforcing “humanity” instead. This strategy of neutral design backfired
and resulted in a period of architectural history often considered soulless.　

*Symbolic color-

Myth # 2: Red incites aggression, green is
calming
The research indicating that the color red incites
aggression, green is calming and yellow stimulates
the intellect is simplistic and outdated. Hundreds, if
not thousands, of schools, hospitals and prisons
were painted light green (thought to induce calm)
in the middle of the 20th century, with the result
that this perfectly good color family was tainted as
an “institutional kiss of death” by the 1980s and
90s. All colors have a place for learners of all ages,
when used thoughtfully. A good application
depends on the cultural and climatic context,
available resources and lighting.

*Symbolic color –

Myth # 1: Primary colors for children
Often the strategy is expressed that brightly lit, primary colors are the best environments for young
children. This is not born out by any reputable research. In fact, experience has shown that children
are wonderfully sensitive and responsive to nuances in both lighting ad color. For example, children are
particularly attuned to the colors of nature and human skin tones, and yet these are completely out of
the primary range. Primaries can be harsh—use them sparingly.

*Physiological aspect of color -

Welcoming Entry
It’s important for a school or university to have a
signature—a unique presence in the landscape or
cityscape and community. Learners that feel a sense of
connection and personal identification with a small
learning community (SLC) attain higher test scores and
have a significantly greater graduation rate.

*Conceptual dimension of color in education –

How We Learn
We all learn differently, and we learn all of the
time. We learn in quiet reflection, in noisy leaps,
and in social interactions that arouse our
emotions. A wonderful characteristic of learning is
that we learn when we feel secure and cozy, and
also when we feel challenged. In fact, human
beings are wired to learn—to make connections
and to recognize patterns in a wide variety of
conditions.