Language in Use 133-134
Some areas of our vocabulary have a particularly pervasive effect upon our
experience of the world, in that they provide us with no more than a handful
of words to describe sensations which are complex and varied. The aim of
this unit is to explore the way in which we attempt to describe colour, when
we have only a few common colour words in the language to cater for the multitude
of shades that actually occur. The following material needs preparation:
(i) sets of six colour patches (as from paint shade cards marked A to F, together
with six pieces of card, each with a matching two-word
label, like 'sky-blue'. Four patches should be fairly easy to match with the
labels, while two
should be close enough to cause disagreement.
(ii)a set of twelve similar patches, identified by letters, six in one colour-range,
and six in another, so chosen
that a patch in one group is identical with a patch
in another.
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[1] Arrange the class in small groups, and distribute the first sets of colour patches and labels. Ask each group to match the labels to the colour patches. They will need time to discuss the problems that occur. The group discussions prepare for a class discussion about how -we name colours in English. Some of the class will need to prepare a similar set of patches for the next session.
[2] Working in small groups, the students write their own labels for these new set of patches, pool their suggestions and then try to classify them. The features to look for in the labels include the number of words used, the names of objects which occur in them, and the type of sensory experience drawn upon. Ask the class how commercial users of colour (to their labelling. They will need to collect examples to bring to the next, session.
[3] Each group should pool their findings and attempt to classify how the names for these commercial labels have been put together. Some students then devise a test which asks the class to place particular labels in their contexts.
[4] With the second set of prepared material, display one group of six patches at a time and ask the class to write suitable labels for each. Discussion should centre around the importance of providing a specific context. Finally, present both groups of six patches and ask the class to account for different labels having been given to identical patches.