Theatre Design & Technology - Spring 2013 - 32

Scenic sketch by Western Michigan University student Jared Jarvis
using his labeled watercolor pencils.

is evident in the color-deficient student's more
developed use of highlight and shadow.

Am I color deficient?

Four color perception tests images as developed by Shinobu Ishihara.
Everyone should be able to see the numeral 12 in the top left circle.

Although there are websites that test for color
deficiency, you should have a test completed by
an eye doctor if at all possible, as the computer
monitor tends to skew the colors slightly and is
not very accurate. The majority of college-age
students should already be aware if they are color
deficient, although some may not identify themselves as such. Depending on when they were
diagnosed, students will have a lesser or higher
degree of ability in readily identifying colors.
The standard test for color-deficiency is
known as the Ishihara Color Test. Dr. Shinobu
Ishihara, a professor at the University of Tokyo, developed this test. It was first published
in 1917. The test is used to detect protanopia
and deuteranopia color deficiencies. The test
includes several pseudoisochromatic plates,
each composed of a pattern of differently shaded dots. Within each pattern, a number is present. To a color-deficient person, all the dots in
one or more of the plates will appear similar or
the same-"isochromatic." To a person without a color deficiency, some of the dots will appear dissimilar enough from the other dots to
form a distinct figure (number) on each of the
plates-"pseudoisochromatic."

Methods and Techniques for Working
with the Color-deficient Student

see color in their own way depending on the
degree of color deficiency
An interesting observation I have made
with color-deficient students is that they seem to
see the value of a color much more clearly than
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& technology

students with normal color vision. Color and
value are analyzed by different parts of the brain,
but it is apparent that a color-deficient person
learns to help sort out different colors based on
their luminance or perceived value. This often
s p r i n g 2013

Regardless of the type of color deficiency, most
of the techniques discussed here will work well
and assist students in working on their projects
in color. The first of these methods is designed
to assist students in labeling the various media
they will be working with. The second method
helps students create a color palette for a specific sketch or project. The final technique helps
students complete the rendering for the project.
1. Working with media
Whether using colored pencil, watercolors, or
markers, students need to know with confidence
what color they are using. A majority of media
comes already labeled, although standard color
names such as Alizarin Crimson, Cerulean Blue,
and Burnt Sienna are used. To any of the students, these names usually mean nothing unless
they have experience using the media. Average
students can sample the colors on paper and
clearly see what they look like. For color-blind

Table of Contents for the Digital Edition of Theatre Design & Technology - Spring 2013