Gackenbach, J.I. (2019, June). Color in Dreams: A Scientific Analysis of the Artists Expression. Paper presented at the International Association for the Study of Dreams, Kerkrade, The Netherlands.
This document discusses color scheme options for an indie folk print advertisement and album packaging. It analyzes several color combinations, noting that pale colors represent innocence while darker colors represent sadness or sophistication as is common in indie folk. Photos of indie folk artists Gabrielle Aplin and Lucy Rose are presented as examples that utilize these genre-appropriate color schemes. The document concludes that all the discussed color schemes could work but the best option needs to be tested on the photos for the specific ad.
Ronald Raevsky is an artist, painter, and creative expressionist. Ronald was born in the rural landscapes of Maysel, West Virginia. He grew up on his family’s small estate in the heart of West Virginia, and even as a child his family would venture out into nature engaging in activities like horse riding, trekking, and camping.
Zhou Fan is a Chinese contemporary artist born in 1983 in Shanxi Province, China. He is inspired by memories of his childhood, particularly vivid dreams of jellyfish floating in the sky. One series, titled "Love of Jellyfish", depicts these dreams. In another, titled "Teacher, I Won't Do It Again", Zhou paints a fat crying boy, inspired by a overweight classmate from his childhood. Zhou combines influences from Eastern and Western art history as well as modern culture in his colorful, imaginative paintings.
The document describes a child's painting of their dream house on a hill overlooking a town. The painting uses bright colors like red for the house, blue for the background, and light green for the hills. The child feels really happy about their painting because they depicted their special place. The family loves the child's art, which is why the painting shows the view from their dream house on the hill.
This document provides guidance on how to conduct a critique of creative works. It explains that a critique involves examining and evaluating creative works through discussion in order to help people understand and improve their own work and the work of others. It then outlines different elements that can be discussed in a critique, such as craftsmanship, the creator's ideas, comparisons to other works, emotional responses, questions, inspiration, formal principles, connections, and suggestions for structuring a critique. The overall purpose of a critique is to fully experience and understand creative works through an honest and constructive analysis and discussion.
Polly Jones is a painter who graduated from Abilene Christian University with a B.F.A. in fine arts. She went on to do graduate studies at the University of Arkansas and now teaches art at both the elementary and collegiate levels in Tennessee. Her still life paintings have been collected throughout the US and internationally, often incorporating old papers, maps, and text into her pieces to explore light, color, and everyday objects.
This document discusses drawing different parts of the face and analyzing portraits. It asks questions about how paintings make you feel, who is depicted, and what colors are used. Key vocabulary terms are introduced for discussing portraits, including artists, composition, color, tone, facial features, similar and different elements.
This document provides an overview and instructions for an art appreciation course. It introduces the professor and assigns students to get into groups based on clothing color and gender. The document outlines expectations for group behaviors and activities where groups will analyze portions of the syllabus and participate in discussions about what defines art and beauty. It also provides an overview of chapter 1 which covers what art is, its functions, categories of visual arts and styles. Students are assigned an activity analyzing artwork from a memorial website.
This document discusses color scheme options for an indie folk print advertisement and album packaging. It analyzes several color combinations, noting that pale colors represent innocence while darker colors represent sadness or sophistication as is common in indie folk. Photos of indie folk artists Gabrielle Aplin and Lucy Rose are presented as examples that utilize these genre-appropriate color schemes. The document concludes that all the discussed color schemes could work but the best option needs to be tested on the photos for the specific ad.
Ronald Raevsky is an artist, painter, and creative expressionist. Ronald was born in the rural landscapes of Maysel, West Virginia. He grew up on his family’s small estate in the heart of West Virginia, and even as a child his family would venture out into nature engaging in activities like horse riding, trekking, and camping.
Zhou Fan is a Chinese contemporary artist born in 1983 in Shanxi Province, China. He is inspired by memories of his childhood, particularly vivid dreams of jellyfish floating in the sky. One series, titled "Love of Jellyfish", depicts these dreams. In another, titled "Teacher, I Won't Do It Again", Zhou paints a fat crying boy, inspired by a overweight classmate from his childhood. Zhou combines influences from Eastern and Western art history as well as modern culture in his colorful, imaginative paintings.
The document describes a child's painting of their dream house on a hill overlooking a town. The painting uses bright colors like red for the house, blue for the background, and light green for the hills. The child feels really happy about their painting because they depicted their special place. The family loves the child's art, which is why the painting shows the view from their dream house on the hill.
This document provides guidance on how to conduct a critique of creative works. It explains that a critique involves examining and evaluating creative works through discussion in order to help people understand and improve their own work and the work of others. It then outlines different elements that can be discussed in a critique, such as craftsmanship, the creator's ideas, comparisons to other works, emotional responses, questions, inspiration, formal principles, connections, and suggestions for structuring a critique. The overall purpose of a critique is to fully experience and understand creative works through an honest and constructive analysis and discussion.
Polly Jones is a painter who graduated from Abilene Christian University with a B.F.A. in fine arts. She went on to do graduate studies at the University of Arkansas and now teaches art at both the elementary and collegiate levels in Tennessee. Her still life paintings have been collected throughout the US and internationally, often incorporating old papers, maps, and text into her pieces to explore light, color, and everyday objects.
This document discusses drawing different parts of the face and analyzing portraits. It asks questions about how paintings make you feel, who is depicted, and what colors are used. Key vocabulary terms are introduced for discussing portraits, including artists, composition, color, tone, facial features, similar and different elements.
This document provides an overview and instructions for an art appreciation course. It introduces the professor and assigns students to get into groups based on clothing color and gender. The document outlines expectations for group behaviors and activities where groups will analyze portions of the syllabus and participate in discussions about what defines art and beauty. It also provides an overview of chapter 1 which covers what art is, its functions, categories of visual arts and styles. Students are assigned an activity analyzing artwork from a memorial website.
Diane Fine's upcoming exhibit at the Joseph C. and Joan T. Burke Gallery will feature over 70 collaborative print works created with Mario Laplante over two years. As a trained printmaker, Fine is drawn to the process of printmaking and creating multiple copies of an image. Approximately half of the pieces in the exhibit were created during visits to the coast of Maine, aiming to capture the visual poetry of the experience. Fine and Laplante have collaborated extensively over 30 years, meeting while Fine was in graduate school, and their collaborative style allows each to contribute as an "extra pair of hands and brain."
Sarolta Ban was born in 1982 in Budapest, Hungary. She started as a jewelry designer but later discovered her passion for digital photo manipulation, which became her main artistic focus. In her photos, she combines ordinary elements to give them new stories and meanings. The interpretations of her pictures are open-ended, allowing each viewer to find their own personal aspects within them.
Art B (Spring 2014) Art Portfolio Projectisa_bella789
Isabella Alvia created an art portfolio documenting her artwork from spring 2014. It includes 10 pieces covering various subjects like ballet dancers, portraits, sculptures, and more. The portfolio discusses the artistic principles and techniques used in each piece and how her style has evolved from 6th to 11th grade to become more organized, expressive and meaningful. She reflects on improving her weaknesses in drawing portraits and painting by continuing to challenge herself.
This document discusses various types of art including painting styles like pop art, realism, cubism, and surrealism. It asks the reader to identify different types of paintings like abstract, landscape, sculpture, self-portrait, still-life, and portrait. It provides words to complete sentences about painting qualities like mood, style, relevance, and use of color. It encourages speculating about meanings and stories behind paintings. Finally, it prompts discussion around considering graffiti and other expressions as art forms.
This document discusses how colors can create emotions. It begins by defining emotions and exploring where they can be found in daily life, such as in media, art, and interactions with others. Several topics are then presented on how colors specifically can influence emotions, including how colors are used differently in weddings and funerals across cultures, how colors manipulate feelings, and how artists like Picasso used color palettes to convey emotions like sorrow and warmth. The document aims to show how colors symbolize emotions and are an important tool used in art, advertising, and other areas to influence how people feel.
Colours play an important role in conveying the mood or feeling of a painting. Bright, warm colours like yellows and reds often give a happy mood, while cooler colours like dark blues and purples can give a sad or angry mood. The document lists several Irish paintings and artists, including A Convent Garden by William John Leech, A Connemara Village by Paul Henry, and Hellelil and Hildebrand, the Meeting on the Turret Stairs by Frederic William Burton.
Colorthon Concept: A concept in which curiously creative, because it encapsulates something that is so fundamental, something that comes naturally to us.
- Johannes Itten was a Swiss painter, educator, and color theorist associated with the Bauhaus art school in Germany. He developed a color wheel and emphasized color theory and fundamentals in art education.
- Itten identified 7 methods for combining colors based on their contrasting properties: contrast of hue, light-dark, cool-warm, complements, simultaneous contrast, saturation, and extension. These color contrasts create visual interest and emphasis in art.
- Itten's work in defining color combinations and contrasts was influential for artists and designers in understanding how to use color effectively.
Georgia O'Keeffe was known for her monumental style of painting that magnified small objects to fill the entire canvas. She often painted flowers in vivid colors at very close perspectives so they appeared abstracted. O'Keeffe was inspired by the nature she found during walks through the desert near her home in New Mexico, where she lived and worked for most of her life. She pioneered a style that emphasized composition and made everyday subjects appear grand in scale.
Georgia O'Keeffe was an American abstract painter known for her large-scale paintings of flowers, shells, animal bones, and New Mexico landscapes. She simplified and magnified natural forms using bright colors and close-up perspectives to encourage viewers to notice details they normally overlooked. Her most famous works featured abstracted flower paintings. O'Keeffe divided her time between New York City and rural New Mexico, drawing inspiration from both urban and desert environments.
The document outlines the four steps of art criticism: describe, analyze, interpret, and evaluate. For each step, it provides questions to consider when looking at and analyzing a piece of art. The describe step focuses on observing visual elements like objects, colors, and shapes. The analyze step considers how parts of the artwork relate and its composition. The interpret step is about understanding the artist's intended message or meaning. Finally, the evaluate step is a personal reaction involving how the artwork makes the viewer feel and their opinion of it.
These are the slides from my invited address on Dreams and Art given at the annual conference of the International Association for the Study of Dreams, Ashland, OR, June 2023. It is a first person account of a seven year dream diary and art journal using both quantitative and qualitative methods.
This painting by Ahmad Fuad Osman titled "Recollections of Long Lost Memories #1" depicts the late Tunku Abdul Rahman and a modern teenager standing in front of a river landscape. It uses monochromatic colors for Tunku Abdul Rahman from the past and brighter colors for the teenager representing the present. The painting comments on how today's youth don't fully understand or appreciate the meaning of independence due to a lack of direct experience with the struggle, as they are more influenced by Western culture. It integrates images from the past and present to convey a message about historical perception versus modern reality.
This document discusses various aspects of creativity and the creative process. It covers why creativity is important, elements that foster creativity like passion and risk-taking, and how creativity can be developed from a young age. The document also explores different creative mediums like art, music, dance, and landscape photography. Specific examples are provided, such as a poem about loss, different types of music like jazz, and personal experiences the author has had related to various art forms.
The document discusses different types of art including visual art, performing art, and conceptual art. It then asks a series of questions about defining art, the purpose of art, and how art influences society. The document also examines elements of art like line, shape, and color and how different artistic styles and techniques are used to convey various messages or meanings.
The document discusses different types of art including visual art, performing art, and conceptual art. It then asks a series of questions about defining art, the purpose of art, and how art influences society. The document also examines elements of art like line, shape, and color and how different artistic styles and techniques can impact the meaning and interpretation of a work of art.
WELCOME TO SCULPTURE Power Point 9 -12.pdfEmilySelbert
This document provides an overview of an introductory art class. It includes the class name, teacher's name and background, classroom expectations of being responsible, respectful and ready, and various art concepts that will be covered such as the elements and principles of art, different types and purposes of art, and how art influences society. Students will analyze different images to determine if they are art and what techniques were used. They will also learn about innovation in art.
This document provides learning aims and outcomes for analyzing artwork. The aims include sharing knowledge and opinions with group members to deepen understanding of chosen artists, analyzing techniques like composition, color, and mediums. Keywords for annotation are identified, such as composition, balance, content, mediums, and techniques. Students will analyze example artworks using these terms and share opinions with the group.
This document provides learning aims and outcomes for a lesson on analyzing artwork. The aims include sharing knowledge and opinions with group members to deepen understanding of chosen artists, analyzing techniques like composition, color, and mediums. Learning outcomes focus on defining key terms, identifying words for annotations, analyzing art using those terms, and sharing opinions with peers. Students are instructed to take notes on ideas from paired work and a lesson video to consider when analyzing their own artist.
The document provides an overview of key elements of art that can be used to analyze and critique visual works. It discusses elements like focal point, color, line, shape, space, texture, and perspective. For each element, examples are given from famous artworks and brief explanations of how the element is used or can be discussed. The goal is to provide readers with a basic vocabulary and understanding of formal elements to facilitate critical analysis of paintings, photographs, sculptures, and other visual art forms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Diane Fine's upcoming exhibit at the Joseph C. and Joan T. Burke Gallery will feature over 70 collaborative print works created with Mario Laplante over two years. As a trained printmaker, Fine is drawn to the process of printmaking and creating multiple copies of an image. Approximately half of the pieces in the exhibit were created during visits to the coast of Maine, aiming to capture the visual poetry of the experience. Fine and Laplante have collaborated extensively over 30 years, meeting while Fine was in graduate school, and their collaborative style allows each to contribute as an "extra pair of hands and brain."
Sarolta Ban was born in 1982 in Budapest, Hungary. She started as a jewelry designer but later discovered her passion for digital photo manipulation, which became her main artistic focus. In her photos, she combines ordinary elements to give them new stories and meanings. The interpretations of her pictures are open-ended, allowing each viewer to find their own personal aspects within them.
Art B (Spring 2014) Art Portfolio Projectisa_bella789
Isabella Alvia created an art portfolio documenting her artwork from spring 2014. It includes 10 pieces covering various subjects like ballet dancers, portraits, sculptures, and more. The portfolio discusses the artistic principles and techniques used in each piece and how her style has evolved from 6th to 11th grade to become more organized, expressive and meaningful. She reflects on improving her weaknesses in drawing portraits and painting by continuing to challenge herself.
This document discusses various types of art including painting styles like pop art, realism, cubism, and surrealism. It asks the reader to identify different types of paintings like abstract, landscape, sculpture, self-portrait, still-life, and portrait. It provides words to complete sentences about painting qualities like mood, style, relevance, and use of color. It encourages speculating about meanings and stories behind paintings. Finally, it prompts discussion around considering graffiti and other expressions as art forms.
This document discusses how colors can create emotions. It begins by defining emotions and exploring where they can be found in daily life, such as in media, art, and interactions with others. Several topics are then presented on how colors specifically can influence emotions, including how colors are used differently in weddings and funerals across cultures, how colors manipulate feelings, and how artists like Picasso used color palettes to convey emotions like sorrow and warmth. The document aims to show how colors symbolize emotions and are an important tool used in art, advertising, and other areas to influence how people feel.
Colours play an important role in conveying the mood or feeling of a painting. Bright, warm colours like yellows and reds often give a happy mood, while cooler colours like dark blues and purples can give a sad or angry mood. The document lists several Irish paintings and artists, including A Convent Garden by William John Leech, A Connemara Village by Paul Henry, and Hellelil and Hildebrand, the Meeting on the Turret Stairs by Frederic William Burton.
Colorthon Concept: A concept in which curiously creative, because it encapsulates something that is so fundamental, something that comes naturally to us.
- Johannes Itten was a Swiss painter, educator, and color theorist associated with the Bauhaus art school in Germany. He developed a color wheel and emphasized color theory and fundamentals in art education.
- Itten identified 7 methods for combining colors based on their contrasting properties: contrast of hue, light-dark, cool-warm, complements, simultaneous contrast, saturation, and extension. These color contrasts create visual interest and emphasis in art.
- Itten's work in defining color combinations and contrasts was influential for artists and designers in understanding how to use color effectively.
Georgia O'Keeffe was known for her monumental style of painting that magnified small objects to fill the entire canvas. She often painted flowers in vivid colors at very close perspectives so they appeared abstracted. O'Keeffe was inspired by the nature she found during walks through the desert near her home in New Mexico, where she lived and worked for most of her life. She pioneered a style that emphasized composition and made everyday subjects appear grand in scale.
Georgia O'Keeffe was an American abstract painter known for her large-scale paintings of flowers, shells, animal bones, and New Mexico landscapes. She simplified and magnified natural forms using bright colors and close-up perspectives to encourage viewers to notice details they normally overlooked. Her most famous works featured abstracted flower paintings. O'Keeffe divided her time between New York City and rural New Mexico, drawing inspiration from both urban and desert environments.
The document outlines the four steps of art criticism: describe, analyze, interpret, and evaluate. For each step, it provides questions to consider when looking at and analyzing a piece of art. The describe step focuses on observing visual elements like objects, colors, and shapes. The analyze step considers how parts of the artwork relate and its composition. The interpret step is about understanding the artist's intended message or meaning. Finally, the evaluate step is a personal reaction involving how the artwork makes the viewer feel and their opinion of it.
These are the slides from my invited address on Dreams and Art given at the annual conference of the International Association for the Study of Dreams, Ashland, OR, June 2023. It is a first person account of a seven year dream diary and art journal using both quantitative and qualitative methods.
This painting by Ahmad Fuad Osman titled "Recollections of Long Lost Memories #1" depicts the late Tunku Abdul Rahman and a modern teenager standing in front of a river landscape. It uses monochromatic colors for Tunku Abdul Rahman from the past and brighter colors for the teenager representing the present. The painting comments on how today's youth don't fully understand or appreciate the meaning of independence due to a lack of direct experience with the struggle, as they are more influenced by Western culture. It integrates images from the past and present to convey a message about historical perception versus modern reality.
This document discusses various aspects of creativity and the creative process. It covers why creativity is important, elements that foster creativity like passion and risk-taking, and how creativity can be developed from a young age. The document also explores different creative mediums like art, music, dance, and landscape photography. Specific examples are provided, such as a poem about loss, different types of music like jazz, and personal experiences the author has had related to various art forms.
The document discusses different types of art including visual art, performing art, and conceptual art. It then asks a series of questions about defining art, the purpose of art, and how art influences society. The document also examines elements of art like line, shape, and color and how different artistic styles and techniques are used to convey various messages or meanings.
The document discusses different types of art including visual art, performing art, and conceptual art. It then asks a series of questions about defining art, the purpose of art, and how art influences society. The document also examines elements of art like line, shape, and color and how different artistic styles and techniques can impact the meaning and interpretation of a work of art.
WELCOME TO SCULPTURE Power Point 9 -12.pdfEmilySelbert
This document provides an overview of an introductory art class. It includes the class name, teacher's name and background, classroom expectations of being responsible, respectful and ready, and various art concepts that will be covered such as the elements and principles of art, different types and purposes of art, and how art influences society. Students will analyze different images to determine if they are art and what techniques were used. They will also learn about innovation in art.
This document provides learning aims and outcomes for analyzing artwork. The aims include sharing knowledge and opinions with group members to deepen understanding of chosen artists, analyzing techniques like composition, color, and mediums. Keywords for annotation are identified, such as composition, balance, content, mediums, and techniques. Students will analyze example artworks using these terms and share opinions with the group.
This document provides learning aims and outcomes for a lesson on analyzing artwork. The aims include sharing knowledge and opinions with group members to deepen understanding of chosen artists, analyzing techniques like composition, color, and mediums. Learning outcomes focus on defining key terms, identifying words for annotations, analyzing art using those terms, and sharing opinions with peers. Students are instructed to take notes on ideas from paired work and a lesson video to consider when analyzing their own artist.
The document provides an overview of key elements of art that can be used to analyze and critique visual works. It discusses elements like focal point, color, line, shape, space, texture, and perspective. For each element, examples are given from famous artworks and brief explanations of how the element is used or can be discussed. The goal is to provide readers with a basic vocabulary and understanding of formal elements to facilitate critical analysis of paintings, photographs, sculptures, and other visual art forms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an overview of semiotics and how it can be applied to analyze media texts. It defines semiotics as the study of signs and things that represent something else. It explains how images can be decoded by looking at their denotation (what is literally seen) and connotation (deeper meanings and associations). Examples are given of analyzing colors and images for their denotations and connotations. The document also discusses how audiences can interpret media texts in preferred or oppositional readings based on the intentions of the creator versus the viewer's own perspective.
The Many Faces of CASA: Self Portrait Projectdawnrosevear
The document discusses a self-portrait art project where students will create self-portraits to express themselves and how they feel using different art mediums and colors. It provides examples of famous artists who created self-portraits like Van Gogh, Kahlo, and Basquiat. The student self-portraits will be displayed in an art show fundraiser to support the school.
This document discusses creating a personal and cultural identity through examining one's family, hometown, country, and culture from multiple perspectives. It provides examples of "family album" assignments where students research aspects of their identity by looking at old family photos, the history of their hometown's industries, important historical events from their country, and the cultural symbols of their nation like its flag. The goal is for students to gain a deeper understanding of themselves and how they fit into a broader European identity through taking a multiperspective approach to learning about their personal roots and heritage.
This document summarizes the student's process for their summer portrait project. They began by visiting art galleries for inspiration and chose initial source portraits that showed different aspects of portraiture. The student then experimented with different materials and techniques, focusing on breaking up the face and body into sections. Their final outcome was a self-portrait created from life that depicted the subject as separate color planes, inspired by the work of Jonathan Yeo. The student reflected on learning about using value and color to create form through life drawing classes. They discussed plans to study art foundation and degree courses to pursue illustration.
This document provides information about an introductory art class. It includes the course name and teacher's name, then poses questions about what art is and its purposes. The rest of the document outlines expectations for the class and provides biographical information about the teacher. Images are included and labeled for analysis on elements of art. The final sections discuss the purposes of art, including religious ritual, commemoration, propaganda, and innovation.
This document discusses various topics relating to art, including what constitutes art, its functions in society, and how it is defined culturally. It addresses whether art is strictly a human phenomenon or if animals also create art. It explores the visual elements of art like line, shape, color, texture and space. It examines how art's form and content are influenced by culture and aesthetics. The document suggests that what is considered beautiful varies widely between cultures and there is no universal standard of beauty. It encourages examining concepts of beauty from different parts of the world.
This document discusses several art projects focused on self-expression and exploration of values through different mediums. It presents questions for student art projects involving auto-biographical still life drawings representing themselves using objects, creating abstract representations of important spaces, designing fantasy landscapes encompassing their values, and developing original characters placed in times/places that exemplify their own values to explore alternate histories and perspectives. The projects aim to have students express themselves and their values through visual art in open-ended creative ways.
The music video for "Settle Down" by The 1975 depicts the story of two boys growing up in Northern England and facing disapproval for their relationship from the older generation. It features the boys engaging in stereotypical activities alone before coming together at the end. Throughout the video, close-ups are used of the lead singer to involve him in the narrative and show his distress over the boys' situation. The industrial backdrop and working-class visuals provide social context and draw from themes of the region.
Gackenbach, J.I. (2009, June). Dreams and Video Game Play. Planary Session paper presented at Toward a Science of Consciousness : Investigating Inner Experience – Brain, Mind, Technology, Hong Kong, China
Cognitive Evaluation of Video Games: Players' Perceptions jgackenb
Gackenbach, J.I. & Rosie, M. (2009, May). Cognitive Evaluation of Video Games: Players Perceptions. Poster presented at Future Play 2009, Vancouver, BC.
Dream and Blog Content Analysis of a Video Gamers Long Term Diary jgackenb
Gackenbach, J.I., Sample, T., Mandel, G., Tomashewsky, M., Kuchinsky, M. & Masliuk, K. (2010, June). Dream and Blog Content Analysis of a Video Gamers Long Term Diary. Poster presented at the annual meeting of the the International Association for the Study of Dreams, Ashville, North Carolina.
Dream Incorporation of Video Game Play: Interactivity, Fidelity and Presence. jgackenb
Rosie, M., Gackenbach, J.I., Bown, J. & Sample, T. (2010, June). Dream Incorporation of Video Game Play: Interactivity, Fidelity and Presence. Poster presented at the annual meeting of the International Association for the Study of Dreams, Ashville, North Carolina.
Dream use in various courses to various cultural groupsjgackenb
Gackenbach, J.I. (2010, June). Dream Use in Various Courses to Various Cultural Groups. Paper presented at the annual meeting of the International Association for the Study of Dreams, Ashville, North Carolina.
Long term online dream diary of an OCD gamerjgackenb
Gackenbach, J.I., Masiuk, K. & Sample, T. (2010, June). Long Term Online Dream Diary of an OCD Individual. Paper presented as part of a symposium Research into the Dreams of Several Clinical Groups, at the annual meeting of the International Association for the Study of Dreams, Ashville, North Carolina.
Video game play as nightmare protection a preliminary inquiry on military gam...jgackenb
Gackenbach, J.I., Hall, C. & Ellerman, E. (2011, June). Video Game Play as Nightmare Protection: A Preliminary Inquiry on Military Gamers. Paper presented at the annual meeting of the International Association for the Study of Dreams, The Netherlands.
Morning After Dreams of Video Game Play versus Meditation/Prayerjgackenb
Swanston, D. & Gackenbach, J.I. (2011, June). Morning After Dreams of Video Game Play versus Meditation/Prayer. Paper presented at the annual meeting of the International Association for the Study of Dreams, The Netherlands.
Experts versus trained dream coders does it make a differencejgackenb
Gackenbach, J.I., Ferguson, M., Darlington, M., Flockhart, C., Swanson, D. & Ahlswede, S. (2012, June). Experts versus trained dream coders: Does it make a difference? Poster presented at the annual meeting of the International Association for the Study of Dreams, Berkeley, CA.
History of gaming and gaming daily activities associated with nightmaresjgackenb
This study examined the relationship between video game play history, recent game play, and subsequent dreams, specifically focusing on nightmares. The researchers analyzed dreams reported by 107 individuals who frequently played video games. Those who played games daily to weekly and had a dream over 40 words were included. The study found that for males, playing a game before bed was associated with increased confidence that the dream was a nightmare, but for females it decreased this confidence. For threat and consequences in dreams, males who didn't play recently had less threat while females had more if they played recently. The researchers concluded that video game play may protect against nightmares for males but not females, possibly due to differences in game genres typically played.
Threat and central image in dreams student and soldier gamersjgackenb
This document summarizes research on the relationship between video game playing and dreams. It describes two studies that compared high and low gamers - one with military personnel and one with university students. The studies examined threat levels and central images in recent dreams versus trauma/military dreams. For students, self-reported nightmares supported the hypothesis that gaming reduces nightmares, but threat ratings did not. Central image intensity did but emotion did not. Reactions to trauma dreams also supported the hypothesis for students. Comparing students to soldiers found similar responses in dreams depending on gaming level and dream context. More information is available in two books published in 2012.
Gackenbach, J.I. (2012, April). Video Game Play and Consciousness. Presentation in the form of a talk and two posters at the biannual Towards a Science of Consciousness conference, Tucson, AZ.
Gackenbach, J.I., Darlington, M. & Ferguson, M. (2012, April). Video Game Play as Nightmare Protection. Paper presented at the biannual Towards a Science of Consciousness conference, Tucson, AZ.
Nightmare protection as motivation to play video gamesjgackenb
Gackenbach, J.I. (2013, June). Nightmare protection as motivation to play video games. Paper presented at the preconference of the game studies division of the International Communication Association, London, England.
This document discusses the role of dreaming in AI-human interactions and the impacts of virtual reality technologies. It summarizes a presentation on how increased immersion in virtual worlds through activities like video game playing may influence dreaming. The author's lab studies gamers' dreams and has found some gamers incorporate gaming content and scenarios into their dreams. The lab's research also suggests gaming may increase lucid and bizarreness in dreams, and influence how threats are simulated. The conclusions question whether these changes reflect improved cognition or creativity from extensive virtual world exposure and immersion.
From lucid to gaming dreams: So what is the fabric of reality?jgackenb
Gackenbach, J.I. (2014, June). From Lucid to Gaming Dreams: So What Is the Fabric of Reality? (Presentation within symposium “Being Transformed by Lucid Dreaming Research”). Paper presented at the annual meeting of the International Association for the Study of Dreams, Berkley, CA. Abstract published in the International Journal of Dream Research, http://journals.ub.uni-heidelberg.de/index.php/IJoDR/issue/view/1703.
Self-Construal, Media Use and Dreams between Canadians of Differing Cultural ...jgackenb
This study examined the relationships between culture, media use, and dreaming in Canadian undergraduate students. Over 450 participants completed an online survey assessing demographics, video game and social media use, dream experiences, and independent versus interdependent self-construal. Factor analyses revealed factors related to video game play, social media use, and dream emotions. Regression analyses showed some associations between media use factors and dream factors, such as positive associations between video game play and dream work, and between social media use and dream amount/altered episodes. Culture showed no direct associations with dreaming. The study aimed to investigate how culture may mediate relationships between media use and dreaming.
Video Game Nightmare Protection: An Experimental Inquiry. jgackenb
Flockhart, C. Gackenbach, J.I. & Ditner, A. (2014, June). Video Game Nightmare Protection: An Experimental Inquiry. Poster presented at the annual meeting of the International Association for the Study of Dreams, Berkley, CA. Abstract published in the International Journal of Dream Research, http://journals.ub.uni-heidelberg.de/index.php/IJoDR/issue/view/1703.
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.
You may be stressed about revealing your cancer diagnosis to your child or children.
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Color in dreams
1. COLOR IN DREAMS:
A SCIENTIFIC ANALYSIS OF THE
ARTISTS EXPRESSION
Jayne Gackenbach, Ph.D.
Professor Emeritus in Psychology
MacEwan University
Gackenbach, J.I. (2019, June). Color in Dreams: A Scientific Analysis of the Artists Expression. Paper
presented at the International Association for the Study of Dreams, Kerkrade, The Netherlands.
2. ARTIST OR SCIENTIST?
• Retired exactly one year ago
• As Professor Emeritus from MacEwan University
• Sill work part time at online tutoring for Athabasca University
• For a year I did a “detox” from the academy and did NO RESEARCH, with light
scholarship
• During that year I took art lessons, sold crafts as craft sales, made art gifts for others
and
• revisioned my role(s) in part by creating art pieces from two previous books
4. DOING ART HELPS SCIENCE
• While I tried to “redefine” myself as more artist than scientist after a year due to a
series of “coincidences” my passion for research re-emerged
• I am now writing up various file drawer studies with former students and feel
invigorated by the break
• Doing art helped me to get clearer about both what art means in my life and its role
in reinvigorating me as a scientist
• This was always there as I made time for art my entire life, but it was not a primary
emphasis as it was for the past year
• Part of this process is a personal exploration of color in my dreams and paintings of
my dreams
5. CASE STUDY
• This is a case study of a scientist who has been an artist/crafter
longer than a dream scientist.
• I often have a key color in my dreams
• In the last year this has also become a cross model synesthesia
experience in dreams (i.e., a character is conceptualized as a color
and not seen as a person)
• In this presentation,
• the science about color in dreams,
• a personal experience of color in dreams
• as it relates to painting expressions of the dream
6. MEANING OF COLOR IN DREAMS
• Laboratory dream studies have shown that while most dreams are in color
(70% to 83%) (Hoss, 2018)
• only about 25% report colors in their dreams outside of the dream
laboratory.
• Observed colors condense with dream imagery in four ways (Hoss, 2018):
• “amplify the emotional content of the dream image;
• compliments the associations within the image alone;
• color association sometimes revealed hidden meaning within the dream
image;
• sometimes colors appear outside of any object attachment seemingly to
represent a general emotional environment associated with the dream
story at that point.”
7. 2015: THE YEAR OF COLOR AND COLLAGE
• This exploration was undertaken to explore if color in dreams was
related to the my dream related artistic endeavors.
• A year was picked where I did the most artwork based upon
previous nighttime dreams.
• In 2015, 210 dreams were recorded on 154 days.
• The number of dreams recorded that year ranged from seven to
31 per month with a mean of about 17 dreams per month.
• Colors were mentioned 228 times in these 210 dreams.
8. SPLITTING THE YEAR
• The years dreams were split into two half year sections with color words
examined in each half.
• This was done because it was obvious that the dream inspired art work
clustered in the second half of the year
• Thus comparison to dreams from the same year seemed informative
• The dreams in 1st half of the year had 11,987 words (37.5% of the years
dreams) while those in the 2nd half had 19,922 (62.5%).
• It appears that here are more colored words in the second half of the 2015
dreams, when more painting dreams occurred, that difference appears to
echo that there are more words in the second half.
• Subsequent statistical analysis did not support this assumption.
10. BLACK AND WHITE
• Most noteworthy of these color mentions was the high incidence
of white and black relative to other colors, followed by red.
• I mean that in the dream there was mention of the whiteness or
blackness of an object or person or scene, rather than simply the
oft observed “my dreams are in black and white”.
11. PURPOSE
• The purpose herein is to connect these colors to the waking art work that
emerged from the dreams.
• Only 26 of these 210 dreams were painted,
• they were chosen to paint due to their emotional impact and their
relevance to waking events.
• All but two of these 26 dream/paintings occurred in the second half of the
year.
• There was a four and half month gap between the first two dream paintings
of the year and the remaining 24.
12. DIARY SEGMENTS
• When the painted dreams were examined alone, 81% had at least one color
mentioned in the dream.
• Significantly more words of color in painted dreams than dreams (mean=1.6)
NOT painted (mean=1.0)
• I was not motivated to paint a dream due to a color in it, rather it was more
about the emotion of the dream and its relationship to my waking life
circumstance.
13. COLOR WORDS
• Half year x painted on
color words
• Brown and yellow had
significant main effects
for both variables and
interactions – both
looked like this
1st half year 2nd half year
Painted
Not Painted
14. SENTIMENT CODING WITH NVIVO
• Nvivo is a qualitative computer based
software
• It has a built in sentiment coding function
• There are two parent sentiment nodes:
Positive and Negative.
• Further refine to “very” and “moderately”
• Half year x painted on sentiments as coded
by NVivo in their default coding
• Very positive had main effects for both
independent variables and a significant
interaction
1st half year 2nd half year
Painted
Not Painted
15. SENTIMENT IN DREAM CODING
FROM NVIVO
• Significant correlations between color words and sentiments for all dreams in 2015
(significant but low magnitude)
• White with moderately negative (r=.18)
• Red with very negative (r=.15)
• Blond with very positive (r=.15)
• Purple with moderately positive (r=.17)
• Only dreams that were painted correlations between sentiment and color:
• Red with very negative (r=.49)
• The remaining correlations were NOT significant
16. PAINTED VERSUS NOT PAINTED DREAMS
ON COLORS AND THE WORD ‘COLOR’
• Significant difference for:
• ‘Color’, green and mahogany where in each case the painted dreams were higher
than the nonpainted – no difference on all other colors
17. PAINTED VERSUS NOT PAINTED
DREAMS ON SENTIMENTS
Dependent Variable
painted dream (1=yes;
2=no) Mean Std. Error
Very positive 1 yes 34.615 7.823
2 no 18.085 2.909
Moderately negative 1 yes 61.538 9.660
2 no 40.426 3.592
Very negative 1 yes 46.154 8.536
2 no 23.404 3.174
18. DREAMS WHERE ONLY BLACK OR ONLY
WHITE WERE MENTIONED ON SENTIMENT
black or white
mentioned (1=white;
2=black) both in same
dream not classified N Mean Std. Deviation
Very positive 1.00 white 37 21.6216% 41.73418%
2.00 black 24 37.5000% 49.45354%
Very negative 1.00 white 37 43.2432% 50.22472%
2.00 black 24 25.0000% 44.23259%
?
Seems
odd
19. BLINDED BY THE SUN
July 13 - 10:23 am
Dreamt early morning about a one story house that was redone and all
deep brown and clean edges- not sure why I’m picking that phrase but
it seems to capture it – in any case the house was to my left and down a
hillside in the dream and I was thinking about how will we get it to
higher ground – I think there was a threat of a flood – I began walking
along the hill top which was plowed field with the rows all very obvious,
but also old dried up previous crop in greyish tone was underfoot as I
walked- the rows were going across my path so I was walking from row
to row and it was kinda wet and my feet kinda sucked into the ground
but not very deep – I looked up to see where this was going thinking of
a place for the redone house and it was hill after hill and I was partially
blinded by the sun but saw slightly to my right a silhouette of a man
sitting in a chair like he was waiting a few hills ahead – but I could only
see him in my right visual field peripheral vision as center was blinded
by strong sunlight
20. BLINDED BY THE SON
• does it represent “blinded by the SON”. Both my student, with whom I was
emotionally close and was a son figure, and my actual son, came to mind. I had just
seen my actual son’s film on euthanasia called “Hold Me”
(http://holdmethemovie.com/).
21. BLINDED BY THE SUN/SON
• In therapy I talked about the strong transcendent experiences I had with each ‘son’.
• We further speculated that I wanted my dark brown, earthen, house to be raised up from the
flood.
• I was often flooded by my unconscious during this period of my life.
• I had recently applied for phased retirement as I faced my 70th birthday and was coming to
understand that perhaps death is the next big ‘event’ in my life.
• In the dream, I am walking across the rows of the tiled field with both old dried up plants from
last season, but it was also wet with promise for a new planting.
• What was ahead of me in my retirement years.
• While in the dream I’m moving towards the light, the obvious and cultural metaphor for death,
but also blinded by it, i.e., sun or son.
• The son is now seated ahead and to the right in my peripheral vision. We thought that perhaps
this was my creative and emotional side while I’m also seeing something transcendent ahead as I
walk into the bright white light. . . .
• Brown and grey’s of the land and house I was trying to raise up out of the flood. These are
earthen colors which seem to point to a groundedness to which I aspire as I enter this last section
of life.
22. CONCLUSION
• Art and science
• inform my own journey
• Give focus and balance to my life in these latter years
• PS
• I still play a lot of video games and ride my motorcycle
Editor's Notes
(7 had both mentioned and not in this analysis)
July 13 - 10:23 am
Dreamt early morning about a one story house that was redone and all deep brown and clean edges- not sure why I’m picking that phrase but it seems to capture it – in any case the house was to my left and down a hillside in the dream and I was thinking about how will we get it to higher ground – I think there was a threat of a flood – I began walking along the hill top which was plowed field with the rows all very obvious, but also old dried up previous crop in greyish tone was underfoot as I walked- the rows were going across my path so I was walking from row to row and it was kinda wet and my feet kinda sucked into the ground but not very deep – I looked up to see where this was going thinking of a place for the redone house and it was hill after hill and I was partially blinded by the sun but saw slightly to my right a silhouette of a man sitting in a chair like he was waiting a few hills ahead – but I could only see him in my right visual field peripheral vision as center was blinded by strong sunlight