TITLE

Detrimental Effects Of White Valued Walls In Classrooms

AUTHOR(S)
Grube, Kathryn J.
PUB. DATE
June 2013
SOURCE
Educational Planning;2013, Vol. 21 Issue 2, p69
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Contrarily to color research, white values of paint are the most commonly applied finish selection on classroom walls today. White walls have been used in American schoolhouse settings since the first discovered paint, also white, was invented and made available some two hundred years ago. Originally, white paint was seen as hygienic and structured in demeanor, and was used as an agent to enhance visual capabilities in closed settings due to dark-hued building materials and an absence of electricity. Since then, using white paint for classroom wall finishes has remained as a perpetual design tradition that is causing a disservice to our academic and educating potentials. White walls are proven to cause detrimental psychological effects, such as anxiety, disruptive behaviors, lack of focus, and depressive moods to students and educators that spend time within the space. These types of effects dull-down learning capabilities and discourage morale. Color research has proven these negative facts for over a century now, but white walls remain constant in our educational facility design from a fallacy of misperception largely due to tradition, misinformation, and ease of maintenance. The question is why.
ACCESSION #
96270199

 

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