Designing with Colour (Blue)
Individual colours can have a variety of different meanings and associations for different people. A colour that is favoured by one person, may be despised by another. The colour preferred by individuals is blue (Wiegersma & Van Loon, 1989). Although, it is preferred, it does not mean it is universally favoured. Understanding of blue comes from analysing different interpretations and associations people have with it. These different interpretations arise from varying cultures (Aslam, 2006), subcultures and individual preferences. The associations individuals have with varying colours depends on age (Zetner, 2001; Karp & Karp, 1988), gender (Pedro et. Al., 2007) and personality or familiarity (Zenter, 2001; Manav 2006).
The versatility between colour interpretations can arise from differing cultures, (Aslam, 2006). Blue has this versatility. In an Anglosaxon cultural cluster, blue is perceived as a cooperate colour with masculine and high quality meanings. Chinese, Japanese and Korean cultures have similar associations with the colour, viewing it as being high quality and trust worthy. However, it is viewed by the Nordic culture as being cold and masculine. This is similar to the ASEAN culture viewing it as an evil colour, as opposed to the Germanic culture, which views blue as a feminine and warm colour. It has been shown that blue is the preferred colour in countries that view this colour with positive connotations. This is known as the blue phenomenon. However, it is not universal, with the Netherlands preferring red and South Africa black (Wiegersma & Van Loon, 1989). This alone shows colour meanings and associations, specifically blue, are not universal throughout cultures and countries.
Not only does the meaning of colour differ between cultures but it also differs in sub-cultures. A sub-culture is one that differentiates from a larger culture. Within Australia there are various different ethnic, regional, economic and social
The versatility between colour interpretations can arise from differing cultures, (Aslam, 2006). Blue has this versatility. In an Anglosaxon cultural cluster, blue is perceived as a cooperate colour with masculine and high quality meanings. Chinese, Japanese and Korean cultures have similar associations with the colour, viewing it as being high quality and trust worthy. However, it is viewed by the Nordic culture as being cold and masculine. This is similar to the ASEAN culture viewing it as an evil colour, as opposed to the Germanic culture, which views blue as a feminine and warm colour. It has been shown that blue is the preferred colour in countries that view this colour with positive connotations. This is known as the blue phenomenon. However, it is not universal, with the Netherlands preferring red and South Africa black (Wiegersma & Van Loon, 1989). This alone shows colour meanings and associations, specifically blue, are not universal throughout cultures and countries.
Not only does the meaning of colour differ between cultures but it also differs in sub-cultures. A sub-culture is one that differentiates from a larger culture. Within Australia there are various different ethnic, regional, economic and social
References: About the College (2007) Retrieved from http://www.standrewscollege.edu.au/?/About_The_College/About_The_College Aslam, M. M. (2006). Are you selling the right colour? Journal of Marketing Communications, 12(1), 15-30. Chong, J,R. (2001, August 21). Gender affects color preference. Virginian – Pilot, pp 14. Karp, E.M., & Karp, H.B. (1988). Colour associations of male and female fourth grade school children. Journal of Physiology, 122, 383-388. Manav, B. Colour-Emotion Associations and Color Preferences: A case study for Residences. Pedro, J,P, Perez, A, L, Suero, M, L. (2007). An example of Sex-Linked Colour Vision Differences. Color Research & Application, 32(6), 433-439. Wiegersma, S, Van Loon, A. Some Variables in the blue(red) phenomenon. Journal of General Psychology, 116(3), 259-269. Zentner, M.R. (2001). Preferences for colours and colour-emotion combinaturions in early childhood. Developmental Science 4(4), 389-398.