| Title |
Emotional Mediation between Music, Space, and Light: A Cross?Modal Correspondences Educational Framework for Lighting Design Studio |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.1.082 |
| Keywords |
cross-modal correspondence; lighting design education; synesthetic learning; emotion-based learning |
| Abstract |
This study investigates the pedagogical application of cross-modal correspondences between music, color, light, and space, focusing on emotional mediation within lighting design education. An emotion- and synesthesia-based instructional model was developed and implemented in a studio class using five theme songs through a sequence of emotional recognition, narrative building, visual imagery analysis, and lighting plan sketch development. The findings reveal that students effectively translated emotions evoked by music into spatial imagery and structured lighting concepts, organizing parameters such as color temperature, illuminance, and contrast to express coherent emotional atmospheres. Lighting was redefined as an emotional language of space, linking auditory and visual experience.
Reflection and peer evaluation enhanced empathic interpretation, metacognitive awareness, and persuasive design reasoning. This approach facilitated a holistic understanding of the relationships among emotion, space, and light, suggesting a viable model for integrating emotion-based and experiential learning in architectural and interior lighting design curricula. Despite its scope being limited to one course and selected music themes, the study highlights the potential of music-mediated cross-modal pedagogy to enhance students’ emotional imagination and integrative design competency. |