Patterns of Variation in Teaching the Colour of Light to Primary 3 Students

This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge. A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation, i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning.     

How do children who understand mixed emotion represent them in freehand drawings of themselves and others?

This research is the first to assess children’s representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5–11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour.     

论艾青早期诗歌中色彩与意象的绘画性表现

纵观艾青的一生可以发现，他不仅是中国现代文学史上的重要诗人，还是一位有才华的画家。显然．留法三年从事绘画学习的经历对诗人的创作是非常重要的，其间他不仅在绘画技巧上获得长足发展．而且在文学领域接触到了诸如象征主义、表现主义等两方诗歌流派。这一经历形成了艾青诗歌巾注重色彩渲染和注重意象表现的特点；这一点形成了艾青诗歌的独特艺术个性，在其早期创作中尤为明显。     

色彩形式法则在室内设计中的运用

对于居室装饰设计,内在结构、组织及内容诸多要素之间的联系是美的内在形式,而内在形式的外观形态,是通过一定的色彩与线条、形状按照艺术的秩序法则组合安排来实现的。这些秩序法则是设计师恪守、运用和追求的基本原则。     

透视COLOUR后之"色彩"

色彩能成为美的构成要素，是因为它具有表情性，色彩的表情性基于社会性(社会内容)，而社会性则来自社会实践。色彩的表情性既表现为它的各种色调，又表现为它能引起人们的联想，使色彩具有象征意义。由汉英色彩的本义到引申义，无不展示了色彩的丰富内涵。透税英语的色彩词语，可以了解英语词汇的起源和发展脉络。     

显色偏振

光产生干涉需要满足三个条件，而其中的“振动方向一致”这一条件难于理解，通过对显色偏振的讨论，对光的这一干涉条件就有清楚的认识。     

建筑装饰专业色彩构成教学探讨

色彩构成是建筑装饰专业的设计基础课，其色彩理论教学是基础，色彩技能训练是关键，在教学中发展学生的思维、提高创造能力是核心。     

The Function of Colour in Ezra Pound’s Imagist Poetry

This paper is to explore the function of colour in Ezra Pound’s Imagist poetry.As the position of image in poetry is raised,colour,as a part making up image,play a much more positive role in Pound’s Imagist poems by defining the image to be more concrete and definite and reinforcing the theme directly.Pound’s Imagist poetry includes his typical short Imagist poems and his poems in Cathay.     

Exploring young children’s gendered discourses about skin colour

ABSTRACT

Drawing on an ethnographic study conducted with young children (4–5 year olds) in a multi-ethnic Early Years classroom in the north of England this paper shows how young children’s discourses about skin colour are informed by intersections with their gender identities. This ethnography uncovers how young children engage with the related concepts of ‘race’/ethnicity, racialisation and racism in their peer interactions alongside how they appropriate ‘markers of difference’ to promote their own identity and ascribe an identity to their peers. By comparing the discourses collectively produced by two groups of children in the class this study argues that there is a need for whiteness to be educationally discoursed in a way that uncovers the violence of racism and exposes the cultural and political privileges of ‘being white.’     

色彩的信息传达

从色彩的表情、色彩的象征作用及表达方式,论述了色彩信息的传达,说明色彩的象征作用既是历史积淀的特殊文化结晶,同时也是约定俗成的文化现象,其在社会行为中起到了标志和传播的双重作用。利用色彩的表情以及色彩的象征性传达不同的感情信息从而使画面变得更加丰满。