Nice article, although really long. You said one thing: "I generate "Pixelscapes" (isolated and magnified groups of pixels that comprise color fields) not only for aesthetics, but also as a means for greater understanding of mathematical relationships." Could you connect directly to the mathematical relationships? I find teachers don't know how to make the direct math connections to their required content. See the circles in motion and connections I made to programming on the link here: http://knorth.edublogs.org/2014/06/01/connect-the-dots/.
Depending on the number of pixels that a color would comprise, establish several color fields of pixels, and then set up ratios/percentages compared to the entire art work or Pixelscape. Calculate the perimeters and areas of various groupings/combinations of pixels based on their respective color fields. Use a color picker to determine the exact Hex color codes to determine ratios/percentages of "color" that comprise the art work. Looking at the art work as pixels within pixels within pixels, etc., calculate perimeters and areas, and then set up ratios/percentages.
Also, you can view PST40 (http://tomrchambers.com/apst40.html) like an aerial … a grid … square plots of "land". In "surveyor" mode, students could stake out various plots of pixels depending on their color scheme, and then calculate perimeters, areas for comparisons … ratios/percentages … to determine "ownership" and how much of the overall art work.