Art and Design Incursion Colour Psychology Murals

Students have the opportunity to learn from the founder of Tailored Artworks, The Mural Shop and Tailored Artworks Academy, Sharron Tancred. 

Firstly, learn what causes brain disease and how a healthier lifestyle avoids it. This is followed by why environmental design for dementia is fun while helping with problem-solving for this massive industry, its staff, families, designers, architects, and builders. Add to this, learn fast lateral thinking skills for life!

Then, based on evidence research, this remarkable artist and decorator explains her fascinating secrets!

1. Putting colour psychology, shape perception (known as visuospatial perception), luminescence and contrast to work within Aged Care Design.  Specifically, the ever-increasing Assisted Living or Dementia facility environment.
2. Understanding empathy and how being able to empathise with human pain points is essential to achieve success in any design discipline.

As a result of these insights, this unique style of mural design has numerous benefits such as increasing people’s appetites in dining rooms, creating interaction within living spaces, and, relieving everyone’s stress at exit doors – as people in dementia facilities are locked in.

Combined, your students will then learn about the various design phases of creating a Door Disguise for Dementia. Including mind mapping, thumbnail design, digital drafts and the installation process. Afterwards, they will receive a real-life brief taken from an aged care home. 

Door Disguises using Sharron’s colour psychology and visuospatial standards dramatically impacts the behaviours of patients with dementia and similar conditions.  Your students will be inspired to use design to help soothe growing, real-world problems in a very “human plus” way.

How it works

Morning – Introduction to the problem – Current door design in aged care facilities not aligned to resident wellbeing

Students learn how dementia affects perception of reality and how environmental design can be used to create spaces of wellbeing. They will explore the design process that is used to create a mural from ideation to installation, including mood boards, colour meanings and uses, thumbnail sketches, digital drafts and the installation process.

Break for lunch (not provided, BYO lunch)

Afternoon – Design your solution – A door disguise for an aged care facility

Students work in groups to develop their own interpretations, utilising Sharron Tancred’s design methodologies, as learned in the morning session. The students are supported throughout the afternoon session by either Tancred, or an accredited artist, to create a functional design for an exit door. Submissions to the competition will need to be refined after the workshop before the top two designs will be selected by Tancred (or accredited artist).

THIS PROGRAM AFFORDS STUDENTS A POWERFUL LEARNING EXPERIENCE

Expected Outcomes

• Be inspired by a professional artist using her skill for significant social impact
• To gain an understanding of colour psychology and spatial design
• To create artwork that makes a significant difference in the lives of others
• To generate and communicate multiple creative ideas, concepts and design options using a range of techniques to develop viable solutions to problems
• To learn techniques that can be applied far more widely across the art and design industries

THIS PROGRAM CAN EVEN OPEN THEIR EYES TO CAREER OPPORTUNITIES THAT THEY MAY HAVE NEVER CONSIDERED

Before

After

CURRICULUM LINKS

PRODUCT DESIGN AND TECHNOLOGY

• use design thinking and develop their understanding of product development and how these occur in a variety of contexts and environments
• apply design practice by generating and communicating multiple creative ideas, concepts and design options using a range of techniques to develop viable solutions to problems

ART

• understand how artworks reflect the values, beliefs and traditions of their own and other cultures
•  analyse, interpret and respond to artworks, ideas and concepts using the support of the Analytical Frameworks
• develop personal ideas and expression through investigation and experimentation in art making
• employ practical skills in art making and develop conceptual understanding to inform their artistic practice and aesthetic awareness
• develop confidence to make informed opinions on ideas about the role of art in society

STUDIO ART

• develop an understanding of professional art practices related to the exhibition of artworks to an audience, including the roles and methods involved in the presentation of artworks in a range of gallery and exhibition spaces.
•  express themselves creatively through art making and come to understand how to support and sustain their art practice
• practise and refine specialised skills appropriate to particular art forms and media selected for art making

VISUAL COMMUNICATION DESIGN

• develop and apply drawing skills using a range of techniques
• develop design thinking
• develop a range of skills in selecting and applying media, materials and manual and digital methods to support design processes
• apply a design process to create visual communications

WHAT WE PROVIDE

• Professional Artist/Facilitator
• Painting and drawing supplies
• Thumbsketches of the doors (including handles, fire extinguishers etc) for students to use/incorporate in their designs

WHAT THE SCHOOL SUPPLIES

• A large area with desk space for all students to work on