The right color shade can transform a distracted, frazzled environment into a calm and focused space. This discusses beneficial colors and what to avoid. 2p.

Discusses considerations in choosing the best colors for a classroom, including color for quiet study, for physical exercise, for regular classrooms, for children of different ages, and for school hallways.

Discusses the psychology of color, color recommendations for classrooms, the effect of various colors on mood and concentration, and opportunities for adjusting classroom color through furniture and furnishings selection. 2p.

Discusses color as an important factor in the physical learning environment, and as a major element in interior design that impacts student achievement, teacher effectiveness, and staff efficiency. Specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individual's culture, age, gender, and developmental level, the subject being studied, and the activity being conducted 9p.

Case study of a secondary school in England that used bold colors to improve the learning environment. This simple step has created more effective learners and a community feel.

Presents a debate between school designers over the impact of color in the learning environment. The debate contrasts the designers' instincts against the existence and quality of actual research-based evidence on the emotive effect of various colors in learning environments. 7p.

This paper explores the question of how we develop specific aesthetic reactions to particular colors. The existing literature on color-mood associations is described. The author concludes that there is a large, albeit indirect, body of research supporting the theory of color-mood associations as learned. Differences in color preferences across cultures and across ages seem to negate any idea of color universals. The few arguments for color-mood associations as innate are weak and tied to misunderstandings about the nature of hue versus brightness in color. Includes 19 references. 11p.

Presents options for improving school appearance, including paint finishes, colors, and application; lighting types, controls, and colors; and materials for flooring, art display, and plantings. Also included are suggestions for how to involve students and the community, as well as making school improvement and maintenance a part of the educational program. Includes 13 references. 21p.

Presents a toolkit of design principles, creative ideas, and projects for primary school environments, aimed at inspiring staff, pupils and parents. Its aim is to help schools take an inclusive approach towards rebuilding, refurbishing and upgrading premises. The publication contains examples from the United Kingdom and overseas and includes case studies by the authors from work carried out in building two new classrooms at Ballifield Primary School in Sheffield. 86p.

Reviews learning patterns and its connection to visual stimuli. Proper lighting for school entryways and science laboratories is covered, and seven myths about lighting and color in educational architecture are challenged. 7p.

Profiles over sixty projects in which school children thoughout Britain have commissioned pioneering concepts from an array of notable international designers and architects. The client teams of children engaged designers to respond to their everyday needs and concerns, and this volume describes and illustrates an range of projects that deal with the built environment, communications, storage, color, clothing and identity in schools. 192p.

Presents a compliation of studies conducted by color psychologists, medical, and design professionals. Biological reaction to colors affects vision, mood, and productivity. Thoughtful use of color also aids in wayfinding. Color suggestions for different age groups and room type are offered. (Includes 14 references.) 5p.

This study investigated the following questions: (1) "What are the perceptions that elementary school principals have concerning the influence of interior design elements such as floor and wall coverings, lighting, flexibility, acoustics, color, texture, patterns, cleanliness, and maintenance on student achievement, teacher retention, and student attendance?" (2) "Do the acoustics of the environment relate significantly to student achievement?" (3) What floor coverings in the classroom relate significantly to the acoustics of the classroom?" and (4) "Are there any possible links between floor coverings in the classroom and student achievement?" The study found that in all subject areas studied, students attending schools having carpeted classrooms had higher achievement scores than those attending schools having hard surfaced classrooms. The study also found that the importance of a school's interior design is slightly higher for school principals than for teachers. 49p.

This article compares the messages contained in the physical environments of early childhood classrooms in Reggio Emilia, Italy, with typical early childhood settings in Canada and the United States. The article examines the classroom’s "aesthetic code,", i.e., the social construction created, consciously or unconsciously, by the classroom’s environment and its impact on student feelings and social perception. The author discusses how these "codes" reflect each culture’s image of the child, cultural values in general, and broad educational goals. Concluding comments explore the implications that these classroom codes have for art educators. 10p.

Examines the impact that lighting and color in classrooms have on learning and teaching. Provides excerpts from research on the roles of lighting and color in the educational environment, such as their effect on student concentration, performance, health, behavior, and attitudes. Suggests recommendations for improving lighting and color to enhance student productivity and help reduce absenteeism. 4p.

This book is a comprehensive, illustrated guide to specifying color schemes for interiors. Coverage ranges from the basic principles of color to the effect of color on the human psyche. Pages 174-175 explores interior colors for schools and college buildings. The author suggests mild colors for walls and floors to minimize glare and brightness contrast between work stations and the surroundings. However, classrooms for young children may use stronger colors in warm tones. He also recommends that stairways and corridors can use areas of bright color to provide variety and stimulation while passing between other spaces. 320p.

This book, written for architects, interior designers, and color consultants, explores the psychological and physiological effects of color in the built environment. Scientific findings and industry-by-industry examples are furnished to help professionals specify colors that will create healthful environments in hospitals, schools, restaurants, and other public facilities. 234p.

This study examined the effects of color and light on the learning of eleven six-year-old elementary school students. The students were videotaped to identify off-task behaviors and had their blood pressure measured while in a standard classroom with white walls and cool-white fluorescent lights, as well as in a classroom with light blue walls and full-spectrum lights. The study found that the students accumulated a total of 390 off-task behaviors in the standard classroom compared to 310 in the modified classroom, a decrease of 22 percent. It also found that students' mean blood pressure readings were nine percent lower in the modified classroom when compared to their readings in the standard classroom. 10p.

Although findings are ambiguous, many investigations have indicated that there are differences between gender in preferences for colors. Several research studies are described and their implications are analysed. 4p.

Working from a scientifically based premise that the use of full-spectrum color on finishes and surfaces is essential to creating a healthy man-made environment, the authors provide guidelines to designing with full-spectrum color, a course in color theory, detailed analyses of more than 20 projects for public and private spaces, including schools and day-care centers, and color charts that break down proportions of hue, value, and chroma for each project discussed. 100p.

This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced the standard cool-white fluorescent tubes with diffusers in the lighting fixtures. Eleven first-graders took part in the study, which measured their off-task behaviors, blood pressure, and pulse twice each day at the same time each day for 10-day periods in the original classroom environment, then in the prescribed environment, and back in the original environment. Results indicated that off-task behaviors, as recorded by three observers, dropped 24 percent after the change from the normal to the prescribed environment, and that systolic blood pressure readings dropped 9 percent after the change. Blood pressure readings demonstrated a gradual increase after the return to the normal environment. (Observer credentials and blood pressure and pulse readings are appended. Contains 126 references.) 183p.

This intensive research study utilized a quasi-experimental non-equivalent control group design to investigate the effects of full-spectrum light, prescribed color and light/color combinations, ultra-violet light, and electromagnetic radiation in an elementary school environment. Four schools in the Wetaskiwin School District, Alberta, were involved in the study; three served as experimental groups and one as a control group. Independent variables were exposure to full-spectrum light or prescribed cool colors for teachers and prescribed warm colors for students or a combination of light and color treatments, ultraviolet light for a sample of grade five students, and elimination of electromagnetic radiation for a sample of grade three students. Dependent variables were primarily student academic, physiological, and affective outcomes and also included blood pressure as a teacher physiological measure. A pre-experimental static-group comparison design was used in the investigation of mood and noise. Overall results support a call for additional field-based and laboratory research into the effects of color, light, and color/light combinations. Findings regarding the beneficial effects of ultraviolet light and reduction of electromagnetic radiation in the school environment support strong recommendations for further study of these effects. An extensive literature review of research findings on light and color is included in the report, which also contains 58 tables, 12 figures, and a bibliography. 219p.

This study investigated the effect of interior pigment color on task performance and arousal (a combination of GSR and pulse scores) to determine optimum color use for the interiors of educational facilities, residential, and commercial environments. It was anticipated that a better understanding of the effects of color on human beings could prove an effective means toward improving the ability to perform tasks with greater accuracy and lessened stress in human-engineered interior environments. Based on previous studies, it was predicted that red would cause more arousal or "excitement" than blue, and that there would be a difference in performance across the three colors. Unlike previous studies, this study precisely controlled the color and lighting conditions. It was found that pigment colors of equal saturation and brightness resulted in comparable arousal and task performance scores, therefore dispelling the belief than red is more arousing than blue. Lack of control in color value and lighting conditions has been criticized as invalidating previous color studies (Mehrabian, 1974). In this study where controlled color and light were used, the results indicate that red does not cause greater arousal than blue as previously thought. This study indicates that colors of equal value produce comparable arousal and performance results, therefore indicating that the color balance of an environment is of greater significance than a specific hue. [Author's abstract] 110p.

Offers factual and hypothetical observations on the influence of color in life. Explores the biological, visual, emotional, aesthetic, and psychic responses to color. The discussions are supported by historical references and scientific data. Specifications provided are geared toward the use of color in homes, offices, hospitals, and schools to relieve modern tensions and anxieties. 168p.

Discusses recent research indicating the many nonvisual effects of light on people and how physiological and psychological effects vary with the type of artificial light, whether it is from incandescent, cool-white, or full-spectrum fluorescent lamps. Notes that student behavior appears to be favorably affected by full-spectrum lamps, that color also has an effect on people and their behavior, and that research findings suggest that blues and greens tend to foster relaxation while shades of red or orange tend to induce activity. Reports that building occupants seem to favor the ability to view the outside world rather than work in windowless spaces. 28p.

This study measured the influence of air conditioning, carpeting, fluorescent lighting, and interior pastel coloring on the academic achievement of eighth grade Georgia pupils in 1975-76 when the variance due to socioeconomic status was statistically controlled. Analysis of covariance was used to compare the achievement scores of students on the Iowa Test of Basic Skills. Pupil achievement in air-conditioned school buildings was consistently higher than pupil achievement in non-air-conditioned school buildings. This consistent pattern did not exist between carpeted school buildings and noncarpeted school buildings, between school buildings with fluorescent lighting and school buildings without fluorescent lighting, and between school buildings with interior pastel coloring and school buildings without interior pastel coloring. 16p.

This bulletin discusses the use of color in school buildings and describes those colors specifically designed for use in schools. Part I discusses the difficulty of using color in physical environments where many different and often conflicting needs must be met, encourages the systematic consideration of these needs, and suggests principles or criteria that could help color-scheme designers. Part II describes a specific range of colors -- the Archrome 2 -- a 54-color range considered to be most suited for use in schools. Eight extensive appendixes elaborate on the principles discussed and supply a variety of detailed illustrations. 67p.

Discusses study results indicating the beneficial effect of classroom color and full-spectrum lighting on off-task behavior, anxiety, and improved academic performance. Study methodology, surveys of student attitudes, and grade studies are described.

The article mentions some important things to keep in mind when decorating a school library. It gives information on color, floor, and furniture. At the end of the article there is a compiled list from librarians on things that may be overlooked.

Discusses the impact of color on a room and its occupants. The varying utilities of calming colors (greens and blues) and stimulating colors (reds and yellows) for walls, furnishings, various age groups, and in various educational spaces is addressed.

This study focuses on children's color preferences in the interior environment. Previous studies highlight young children's preferences for the colors red and blue. The methods of this study used a rank ordering technique and a semi-structured interview process with 3-, 4-, and 5-year-old children. Findings reveal that children prefer the color red in the interior environment. The color purple was preferred by girls. Cool colors were favored over warm colors. Recommendations are made for application of color in the child development environment.

Reviews physical and sensory needs for school interiors, including carbon dioxide reduction, access to water fountains, thermal comfort, and the color selection and placement.

This article examines visual methods for understanding the visual culture of schools. It adopts an institutional culture perspective to equate the visual culture of schools with the 'hidden curriculum' of schooling. A range of visual sub-cultures is touched upon including architecture, non-teaching space and postures of teaching and learning. The possibility of conceiving the visual culture of schools as a holistic entity raises the problematic of devising broader more encompassing visual-centric methodologies combining mixed methods and cross-disciplinary approaches. [Author's abstract]

Case study of the Dena Primary Center, a pre-Kindergarten through 2 school in a densely populated neighborhood of East Los Angeles. Within 25,000 square feet, the architects have arranged two kindergartens, eight primary classrooms, the administrative complex, a library, a multipurpose building that features a soaring 25-foot ceiling with floor-to-ceiling glazing, a kitchen, and the courtyard. The three buildings are distinct in shape, color, and design, and the teachers use the geometric forms of the buildings as educational tools. Brightly colored stucco walls in shades of purple, red, and canary yellow reflect the cultural heritage of the community while large glass walls, custom-designed galvanized steel panels, and mesh give the complex a contemporary aesthetic.

Profiles Los Angeles' Aragon Avenue Elementary School expansion, which borrowed its exterior palette from the surrounding neighborhood of colorful bungalows, mountains, palm trees, and sky.

Aesthetics will enhance the teaching and learning environment. Aesthetics involves balance, order, integrity and meaning, which include scale, proportion, symmetry, asymmetry, light and shadow, pattern, texture and color. A school can be aesthetically pleasing without adding significant costs.

Disputes ten persistent myths concerning lighting and the use of color in learning environments. Daylighting, thoughtful lamping, and use of a wide palette of color is encouraged.

This study examines individuals' color associations with different building types (i.e., residences, schools, official buildings, hospitals, shopping malls, entertainment buildings, restaurants, hotels, factories, and religious buildings) and the reasons given behind their color choices. Ninety-eight college students at a public institution in the southeast region of the United States participated in the study. Results indicate that color associations seem to be based on individual and emotional aspects where previous knowledge and experience with a particular building type play an important role. The reasons for color-building associations are discussed and future research areas are suggested. [Authors' abstract] [An adapted version of this research is available here: http://www.informedesign.umn.edu/Rs_detail.aspx?rsId=2321 ]

A daily war is waged in schools all over the United States over wall space. Adolescents are using school walls to convey messages, create name recognition, slander each other, or for claiming territorial space. On the other side is the school administration, which paints over and erases these unsanctioned claims to space, power and identity, as it regards these expressions as challenging the authority of the school. In this paper, which is based on 18 months of ethnographic fieldwork in an urban school in California, it is argued that both practices constitute technologies to generate and sustain group loyalties and both channel aggression against other groups: taggers in the form of threats to or attacks on other groups, the school through athletic competitions. Tracing the history of school colors and their link to competitive athletics underscores the symbolic link between school and nation. However, while official symbols of school colors represent the legitimate and sanctioned identity of the school that is regarded as instrumental to developing esprit de corps, graffiti and tagging represent the illegitimate and criminal/ized identity of gangs and tagging crews. Examining the ongoing battle over wall space and claims to power/identity between school authority and taggers, it is argued that both constitute technologies of power that, while competing with each other, also mutually reinforce each other's claims to power over allegiances through the very process of contestation. [Author's abstract]

Advises functional over aesthetic color choices in school furnishings. The effect of various colors on different age groups are described, along with issues such as eye strain, wayfinding, over- and under-stimulation, and avoidance of trendy colors that will not be available in the future.

Suggests many uses for classroom walls that enhance teaching. Displays can be used for educational, aesthetic, promotional, competitive, celebratory, and teaching of values functions. Suggestions on wall finishes, colors, and display aesthetics are offered.

Describes the effect of light, dark, warm, and cool colors in interiors.

Describes the creative use of color and light within a school to economically enhance wayfinding, design, and creativity.

Ninety-eight college students were asked to indicate their emotional responses to five principle hues (i.e., red, yellow, green, blue, purple), five intermediate hues (i.e., yellow-red, green-yellow, blue-green, purple-blue, and red-purple), and three achromatic colors (white, gray, and black) and the reasons for their choices. The color stimuli were referenced from the Munsell Color System. The results revealed that the principle hues comprised the highest number of positive emotional responses, followed by the intermediate hues and the achromatic colors. The color green evoked mainly positive emotions such as relaxation and comfort because it reminded most of the respondents of nature. The color green-yellow had the lowest number of positive responses because it was associated with vomit and elicited the feelings of sickness and disgust. For the achromatic colors, white attained a large number of positive responses, followed by the colors black and gray. The reasons for the color-emotion associations are discussed and future research areas are suggested. [Authors' abstract]

Discusses the results of recent research indicating that natural light and views through windows have a positive effect on learning and describing the manner in which glare and direct sunlight should be controlled. Also discussed is the appropriate and balanced use of color in the classroom to enhance learning.

Discusses the psychophysiological effects of colors and their appropriateness in educational settings. Color selection varies according to age group, room use and the geographical location of the facility. Changing the palette is a relatively economical way to improve an educational facility's environment.

Case study of a kindergarten in Caesarea, Israel, a city full of Roman structures. The architects took the linear motif of the famous Roman aqueduct and translated it into a contemporary building. The architectural language and color scheme are drawn from the sand dunes on which it is located. The outer walls are rendered in bright colors and carved into shapes that spark the children's imagination for storytelling.

Compared the use of color in physical design features associated with the exterior and interior designs of 101 child care centers in Alabama. Found that color was evidenced on the exterior of the centers at just over half of the sample. The interior environments had warm colors and bright accents in the setting; however, the majority of centers used only white, off- white, or gray on the walls.

Discusses studies showing that color and light have a significant influence on how students learn and retain information (for example, daylight is much more beneficial than fluorescent light). Describes how many architects and designers are now incorporating these findings into their work in schools.

Examines how school designs can facilitate learning by offering environments that complement the way students actually learn. Discusses mechanisms for learning and ways that learning can be supported through an artistic environment, spacious learning areas, color and lighting, and optimal thermal and acoustical environments. School design suggestions conclude the article.

Discusses appropriate use of colors in school libraries and the ways that color affects learning, behavior, and mood. Also examines the use of colors to bring out the best physical attributes of a space and the use of color for floor coverings, window treatments, furnishings, and accessories.

Explores how the environment affects learning, noting that these effects cannot be underestimated and that people learn faster in challenging, creative, accommodating, and healthy environments. Related topics discussed include energy for learning, artistic environment, activity areas, color and light, and thermal and acoustical environments.

The authors suggest that classrooms must provide an appropriately stimulating environment that supports learning and provides teachers and students with a comfortable place to learn. Lists requisite factors of the school environment including furniture, aesthetics, color, carpet, building maintenance, decorating detail, comfort, space/design, lighting, classroom elements, instructional items, and professional items. According to the authors, color is the least expensive investment and the fastest change agent available.

Recommends approaches for selecting overall color scheme for a facility: Start with the largest area first. Chose carpet color, then the colors for walls, furniture, and accessories. Suggests that, because color can affect people emotionally and behaviorally, consideration should be given to the types of people who will be using the space.

Explores whether schools and classroom spaces enhance or detract from the learning process. Notes that when planning or remodeling a classroom environment, a successful learning space requires that both the educator and designer understand and be aware of the following qualities: size, shape, and scale; acoustical quality and noise control; illumination and views; temperature, humidity, and ventilation; communications, electrical power, and technology; and material finishes, textures, and colors.

In this study children's emotional associations with colors were investigated. Sixty children (30 girls, 30 boys), equally divided into groups of 5-year-olds and 6 1/2-year-olds, were asked their favorite color and were then shown nine different colors, one at a time and in a random order. For each color, children were asked, "How does (the color) make you feel?" All children were able to verbally express an emotional response to each color, and 69% of children's emotional responses were positive (e.g., happiness, excitement). Responses also demonstrated distinct color-emotion associations. Children had positive reactions to bright colors (e.g., pink, blue, red) and negative emotions for dark colors (e.g., brown, black, gray). Children's emotional reactions to bright colors became increasingly positive with age, and girls in particular showed a preference for brighter colors and a dislike for darker colors. Boys were more likely than girls were to have positive emotional associations with dark colors. Potential sources for children's color-emotion concepts, such as gender-related and idiosyncratic experiences, are discussed. [Author's abstract]

Discusses ergonomic design considerations for library media centers. Specific variables examined include temperature, humidity, noise, illumination, color, and windows. Also presents computer workstation design requirements and related issues such as furniture and keyboard design, monitor and display features, software issues, and environmental and stress issues.

The hypothesis of this research study is that children are influenced by such environmental characteristics as color, shapes, light, and the complexity of their surroundings. The study reports that the test results as related to color, multidimensional shapes, brighter lighting combinations, and more detailed use of scenic arrangements were very significant for the study participants.

The physical environment has a psychological impact on teachers and students; and consequently, on teaching and learning. Shape, size, arrangement and decor of the room can be inviting or repulsive and can affect communication, sight, and hearing. A carefully designed classroom includes specific elements to maximize learning and minimize those factors that are detrimental to health and comfort. Elements to be considered include spatial relationships, climate control, visual and acoustical environments including colors of walls, floors, etc. Surface finish and colors not only affect psychological attitude, but significantly alleviate or worsen glare as a cause of fatigue and poor learning environment.

Reviews and evaluates studies of the effects of light, color, and air quality on the learning environment. Concludes that studies suggest a role for light in establishing and maintaining physiological functions. Author recommends that cool colors such as blue and green calm students and provide a subdued learning environment. However, colors such as red and orange over-stimulate learners.

This article describes research conducted in the North Little Rock School District on the effect of color and lighting conditions on student health and achievement. The researchers found that students in classrooms with blue walls had lower blood pressure than students in classrooms with white walls. Furthermore, teachers reported less behavior problems in the blue classrooms. No effect was found on student achievement

A theoretically based investigation of color stimulation effects on hyperactivity was conducted. Findings were that stimulation added early or late to a sustained attention task can normalize the performance of hyperactive children and reduce their activity.

The impact of classroom stimuli, such as novelty, color, noise, and proximity to teacher or peers on both normal and exceptional children is reviewed. The relation between these sources of classroom stimulation and information sources (i.e., type of task and access to material, person, and role resources) is also discussed.

The author raises questions regarding the effect of color on human responses. The visual environment carries a sensory message. Just as overstimulation may provoke a stressful reaction, so may visual monotony cause strees from sensory deprivation. Environmental alienation may effect behavior and learning potential.

Girls in Grades 7, 8, and 9 practiced mirror-tracing in a neutral colored room to a criterion before being tested in their preferred or nonpreferred colored rooms. The errors decreased significantly in the preferred room, while the time to complete changed minimally.

Experiments by psychologists have proven that modern principles of color applied to schools will greatly improve the scholastic performance of students. Colors effects on emotions are explored in this article, pointing out the differences that warm colors vs. cool colors have on learning. Color effects, and the appropriate choice of colors for the different levels of schooling, as well as auditorium and specialty classrooms are covered.

Presentation of concepts of the effects of color and lighting on humans in school facilities. Outlined are the physiological impacts of lighting types and colors, the psychological effects on humans of colors, and the energy impact of lighting levels. The author found that optical stimulation by the use of warm colors and brilliance of lighting will cause increases in muscular tensions, respiration rate, heart action, blood pressure and brain activity. Cool colors and dim lighting bring about reverse effects such as muscles relaxing more and sleep being facilitated.

An architect interested in schools offers suggestions on how color affects student happiness and productivity.

An architect interested in schools offers suggestions on how color affects student happiness and productivity. He suggests that the proper use of color in schools can convert a depressing and monotonous atmosphere into one that is pleasing, exciting and stimulating. He concludes that a change in a school's color scheme would reduce absenteeism and promote positive feelings about schools.

This web site provides some starting points for an exploration of color, approaching it from several disciplines: physiology, psychology, philosophy, and art. An extensive section of resources lists books, software, research, newsletter, and links. A bulletin board includes discussions on color and learning issues.

Commercial website of an interiors firm in the U.K. that bases their work for schools on the application of color theory and the positive effects that can have on children's behavior.

This page from the Learning Network website explores whether or not color affects moods, and the conventional meanings of various colors from the perspective of Western society. Includes related links to other sources of information on the psychology of color.

Publicolor is a not-for-profit organization that brings together volunteer communities who transform public spaces in neglected schools and neighborhood facilities through the powers of vibrant color and organized collaboration. Publicolor's work always involves public/private partnerships. This website lists more than thirty school projects.

Information on school classroom design and layout, compiled by the National Clearinghouse for Educational Facilities.

Information on the relationship between student achievement and the physical environment of school and campus buildings, compiled by the National Clearinghouse for Educational Facilities.

Information on the planning and design of indoor and outdoor lighting of school buildings and campus facilities, compiled by the National Clearinghouse for Educational Facilities.