Color Vision Awareness
An artFACE project based on my UF Research
Decades ago, I was asked by a friend to match a few articles of clothing - can’t remember exactly what, perhaps pick out a tie to go with a shirt. The idea of matching was a matter of choice and open to so many ways of mixing, I didn’t really get how my opinion would matter to him. Looking back, I failed to understand the nuances of how he and I saw colors differently. Today, one graduate research and a couple of projects later, I am beginning to understand the deeper implications of color and vision as it relates to art, education, and individual points of perception.
"Who gets color blindness?
As many as 8 percent of men and 0.5 percent of women with Northern European ancestry have the common form of red-green color blindness,” according to the National Eye Institute (NEI/NIH). Eight percent, that’s 1 of 12 …a matter of fact that is commonly quoted, yet it just doesn’t seem to fit. What are the stats that reflect inheritance outside of Northern European ancestry? And because ancestry is buried along countless migratory paths, it may take NEI/NIH some time to update stats. And it may take even longer for others to refrain from using “1 of 12 men” as simplified truth when referring to colorblindness. So before then, a few thoughts while we wait for change.
After completing my UF Research (Color, Vision, & Art...) in 2014, I began working with Clinton City Schools (CCS) to pilot a new program to bring color vision awareness and screening to L.C. Kerr Elementary School. Knowing that NC (§ 130A-440.1. Early Childhood Vision Care) does not require early color vision screening for public school entry, we decided to begin screening with kindergarten students. In essence, parents of participating students were informed of individual screening results; faculty/staff learned a bit about color vision deficiency; and the program concluded with a brief summary to CCS Board of Education. Outside of program logistics and screening results (which I am not at liberty to share), I was surprised by people who thought to message me with web-links about color corrective glasses.
"Who gets color blindness?
As many as 8 percent of men and 0.5 percent of women with Northern European ancestry have the common form of red-green color blindness,” according to the National Eye Institute (NEI/NIH). Eight percent, that’s 1 of 12 …a matter of fact that is commonly quoted, yet it just doesn’t seem to fit. What are the stats that reflect inheritance outside of Northern European ancestry? And because ancestry is buried along countless migratory paths, it may take NEI/NIH some time to update stats. And it may take even longer for others to refrain from using “1 of 12 men” as simplified truth when referring to colorblindness. So before then, a few thoughts while we wait for change.
After completing my UF Research (Color, Vision, & Art...) in 2014, I began working with Clinton City Schools (CCS) to pilot a new program to bring color vision awareness and screening to L.C. Kerr Elementary School. Knowing that NC (§ 130A-440.1. Early Childhood Vision Care) does not require early color vision screening for public school entry, we decided to begin screening with kindergarten students. In essence, parents of participating students were informed of individual screening results; faculty/staff learned a bit about color vision deficiency; and the program concluded with a brief summary to CCS Board of Education. Outside of program logistics and screening results (which I am not at liberty to share), I was surprised by people who thought to message me with web-links about color corrective glasses.
* for early color vision screening, we used AAPOS Supplemental Vision Screening Kit
* sources for vision screening by state nationalcenter.preventblindness.org/vision-screening-requirements-state www.aapos.org/client_data/files/2013/648_statebystatecomparisonscreeningrequirements.pdf |
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Here’s one link I got from an art educator:
“Colorblind Art Teacher Sees Color for the First Time with Help From Students”
And here’s a bit of my reply:
I recently finished my pilot project with our local school system and worked with an optometrist to bring color vision screening to 200+ kindergarteners. The optometrist sponsored the purchase of a new vision kit for the school to use; parenthetically, he has color vision deficiency and gave his input about the use/benefits of color corrective glasses, which supported my understanding that they work as a potential adaptive tool and do not (as marketing and “stories” allude to) allow people with colorblindness to actually “see color for the first time” (from, “ Colorblind Art Teacher Sees Color for the First Time with Help From Students”). Unfortunately, this tidbit of news (unintentionally?) glamorizes the actual function of these corrective glasses, which is to enhance the intensity/luminosity* of colors such that they appear differently (better) visible to people with color vision deficiency. We should try to remember (and then, take care in our communications) that most people who are colorblind are NOT blind to color. And as art educators, we should also emphasize the differences between how colors are defined and perceived (hue, luminosity, intensity, saturation, etc.) in order to better understand color vision deficiency and how we all see/define colors differently. In the video clip, Mr. Chapman corrected himself when he said, “possibly see colors that I don’t ...or at least colors in a more vibrant way.” ...other adaptive tools (like DanKam app for $2.99 and other perhaps less costly tools than corrective glasses, included in my research) exist with similar benefits (i.e. intensifying colors to aide with differentiation). Raising money for devices (e.g. iPads) for students/teachers to use software/apps may be another (useful and wide-reaching) goal for fundraising. There is currently no “cure” for color vision deficiency such that a person will “see color for the first time” — what exist are adaptive and assistive tools to aide in seeing colors differently. Personally, I believe that people who have color vision deficiency could teach art successfully without the use of color corrective glasses (as evident by the support of his students who selflessly turned to fundraising efforts for Mr. Chapman).
A few more links (each referring to color corrective glasses) that other people sent my way:
"A paint brand gives the gift of color to the colorblind" (March 18, 2015)
“Seeing color for the first time: These high-tech lenses can fix color blindness” (June 17, 2016)
“Glasses that let the color blind see color. Watch people see color for the first time thanks to these high-tech glasses” (June 20, 2016)
*Additional links about color corrective glasses:
"High-Tech Eyeglasses, Not Made by Google" (July 10, 2013)
"EnChroma's Accidental Spectacles Find Niche Among the Colorblind" (August 15, 2015)
"Life in Technicolor - One month wearing EnChroma's colorblindness-fixing glasses" (February 28, 2016)
As a teaching artist, I'm curious to see what these high-tech lenses could do for learners who have different color vision abilities: how would corrected colors translate to living, working, and creating to reflect what we envision as art? Ultimately, color is one element among many to consider when we process what we see for the purposes of making and understanding art. Just as I can't imagine my world without color, I must imagine and better understand how colors may be perceived (and perhaps that's the potential of adaptive tools) such that questions about mixing and matching begin to make a bit more sense between people who see colors differently.
“Colorblind Art Teacher Sees Color for the First Time with Help From Students”
And here’s a bit of my reply:
I recently finished my pilot project with our local school system and worked with an optometrist to bring color vision screening to 200+ kindergarteners. The optometrist sponsored the purchase of a new vision kit for the school to use; parenthetically, he has color vision deficiency and gave his input about the use/benefits of color corrective glasses, which supported my understanding that they work as a potential adaptive tool and do not (as marketing and “stories” allude to) allow people with colorblindness to actually “see color for the first time” (from, “ Colorblind Art Teacher Sees Color for the First Time with Help From Students”). Unfortunately, this tidbit of news (unintentionally?) glamorizes the actual function of these corrective glasses, which is to enhance the intensity/luminosity* of colors such that they appear differently (better) visible to people with color vision deficiency. We should try to remember (and then, take care in our communications) that most people who are colorblind are NOT blind to color. And as art educators, we should also emphasize the differences between how colors are defined and perceived (hue, luminosity, intensity, saturation, etc.) in order to better understand color vision deficiency and how we all see/define colors differently. In the video clip, Mr. Chapman corrected himself when he said, “possibly see colors that I don’t ...or at least colors in a more vibrant way.” ...other adaptive tools (like DanKam app for $2.99 and other perhaps less costly tools than corrective glasses, included in my research) exist with similar benefits (i.e. intensifying colors to aide with differentiation). Raising money for devices (e.g. iPads) for students/teachers to use software/apps may be another (useful and wide-reaching) goal for fundraising. There is currently no “cure” for color vision deficiency such that a person will “see color for the first time” — what exist are adaptive and assistive tools to aide in seeing colors differently. Personally, I believe that people who have color vision deficiency could teach art successfully without the use of color corrective glasses (as evident by the support of his students who selflessly turned to fundraising efforts for Mr. Chapman).
A few more links (each referring to color corrective glasses) that other people sent my way:
"A paint brand gives the gift of color to the colorblind" (March 18, 2015)
“Seeing color for the first time: These high-tech lenses can fix color blindness” (June 17, 2016)
“Glasses that let the color blind see color. Watch people see color for the first time thanks to these high-tech glasses” (June 20, 2016)
*Additional links about color corrective glasses:
"High-Tech Eyeglasses, Not Made by Google" (July 10, 2013)
"EnChroma's Accidental Spectacles Find Niche Among the Colorblind" (August 15, 2015)
"Life in Technicolor - One month wearing EnChroma's colorblindness-fixing glasses" (February 28, 2016)
As a teaching artist, I'm curious to see what these high-tech lenses could do for learners who have different color vision abilities: how would corrected colors translate to living, working, and creating to reflect what we envision as art? Ultimately, color is one element among many to consider when we process what we see for the purposes of making and understanding art. Just as I can't imagine my world without color, I must imagine and better understand how colors may be perceived (and perhaps that's the potential of adaptive tools) such that questions about mixing and matching begin to make a bit more sense between people who see colors differently.
I'd like to acknowledge artists whose art and work changed my life:
Laura G. Young www.lauragyoung.com Greg Schwab www.gregschwabart.com/index.html Jason Gautier www.jasongautier.co.uk Caesar D. Alzate www.zhibit.org/caesar_alzate_jr And I'm grateful to optometrist, Ron Faircloth and the kindness of people who supported our project. posted Monday, August 22, 2016 last updated February 18, 2019 |