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A study of art educator's descriptiv...

Basseches, K. B.

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A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface./
作者:	Basseches, K. B.
面頁冊數:	431 p.
附註:	Chair: Harold McWhinnie.
Contained By:	Dissertation Abstracts International60-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9926730
ISBN:	0599265019

A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface.
Basseches, K. B.

A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface. - 431 p.

Chair: Harold McWhinnie.

Thesis (Ph.D.)--University of Maryland College Park, 1999.

Four hundred and twenty-one art educators responded to a national administration of a questionnaire. The purpose of the study was threefold: to establish the terms preferred by elementary and secondary art educators for 11 psychological concepts critical to the perception and depiction of graphic material; to ascertain the relative importance of these concepts to those art educators; and to solicit information about the applicability of these concepts for instruction to students grades, K–12.

ISBN: 0599265019Subjects--Topical Terms:

1018432
Education, Art.

A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface.
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245 1 0 $a A study of art educator's descriptive (verbal) preferences: Variables critical to the depiction of three-dimensional objects on a two-dimensional surface.
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500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 0982.
502 $a Thesis (Ph.D.)--University of Maryland College Park, 1999.
520 $a Four hundred and twenty-one art educators responded to a national administration of a questionnaire. The purpose of the study was threefold: to establish the terms preferred by elementary and secondary art educators for 11 psychological concepts critical to the perception and depiction of graphic material; to ascertain the relative importance of these concepts to those art educators; and to solicit information about the applicability of these concepts for instruction to students grades, K–12.
520 $a Results indicate that art educators prefer to use the following terms: for Edge Discrimination—“contour” and “edge of the shape;” for Figural Proportion—“proportion of the figure;” for Figure/Ground—“draw the positive and negative shapes;” for Gestalt—“Parts related to the whole;” for Invariants—“gesture;” for Occlusion—“overlapping;” for Right-Left Discrimination—“mental rotation;” for Value—“dark and light;” for Visual Centering—“background, foreground;” for Visual Memory—“to draw from memory” “mental pictures,” and “visualized image;” and for Visual Perspective—“illusion of space,” “linear perspective,” “one-point perspective,” “three-dimensions on two-dimensions,” “two-point perspective,” “to show the effect of depth,” and “to show the effect of distance.”
520 $a Art educators found that choosing one “most important” concept from the 11 was difficult. However, rating the relative importance of the 11 concepts for their students produced the following ranking (sequenced most to least important): (1st) Occlusion, Value and Visual Perspective; (2nd) Edge Discrimination, Figure/Ground, and Visual Centering; (3rd) Houral Proportion; (4th) Gestalt, Invariants, and Visual Memory; and (5th) Rigtit-Left Discrimination.
520 $a Art educators report that they teach all 11 of the concepts at all grade levels, K–12, countering evidence by psychologists that children develop comprehension of the 11 concepts at differing points in their development. The results are interpreted in light of four possible explanations: (1) art educators were not fully familiar with the concepts nor the grades to which to teach them, (2) art educators do not adequately assess acquisition of the concepts, (3) psychological research and school instruction may produce incongruous contextual influences on perceptual outcomes, and (4) the encasement of conceptual material, and subsequent explanatory power of concepts, may be mismatched across disciplinary boundaries.
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