Visual Literacy during the Period of Architectural Education

Procedia. Social and Behavioural Sciences, 2015

The difficulty of teaching drawing during the first college stage, in visual arts, is clearly laborious, but not impossible. We know about students’ immaturity at the beginning of architectural learning and we know what professors in schools of architecture can offer them in relation to their drawing needs: increase their ability to think, feel, and their creative abilities, curiosity and ingenuity. But we do not intend to indicate the best method, but rather to reflect on the fact of the drawing itself, and how it is possible to discover its enigmatic part and necessity through three sketches. First: phonetic diversity; second: need of drawing what we see; third: ways of drawing with ingeniuty. This study is completed with an analysis of the early drawings in architectural education and the graphical maturity reached after an academic year.

The study entitled Visual Literacy of Grade Five Pupils in Cadalian Elementary School and San Roque Central Elementary School aimed to determine the level of visual literacy of grade five pupils of Cadalian Elementary School and San Roque Central Elementary School and to determine the difference between their levels. This study employed the descriptive-comparative design and was conducted at Cadalian Elementary School located in Cadalian Baguio District, Davao City and San Roque Central Elementary School located in Lacson St. Obrero, Davao City. The respondents of this study were the grade five pupils in Cadalian Elementary School and San Roque Central Elementary School enrolled in the school year 2013-2014. The researcher administered the researcher-made questionnaire and constructed an interval scale based on the theory of Giorgis and Bonomos’ (1999) concept on visual literacy to determine the level of visual literacy of the grade five pupils in Cadalian Elementary School and San Roque Central Elementary School. The findings of the study revealed that the level of visual literacy of the grade five pupils in Cadalian Elementary School was very high with a mean score of 32.24, while the level of visual literacy of the grade five pupils in San Roque Central Elementary School was also very high with a mean score of 33.09, which shows that the grade five pupils of both schools could construct meaning from visual images very effectively wherein the pupils used their critical skills of exploration, critique and reflection in order to make meaning from images. Hence, this study recommended the following: a) The Administration of Cadalian Elementary School and San Roque Central Elementary School should establish programs that would sustain the visual literacy of the pupils; b) The administration of the Cadalian Elementary School and San Roque Central Elementary School should strengthen their programs involving the pupils’ critical skills of exploration, critique and reflection; c) The teachers should give the pupils different kinds of viewing materials as well as questions to enhance their level of visual literacy; d) The teachers should expose their pupils to different kind of visual representations especially those that are appropriate for their levels; e) The future researchers should consider a lot of factors affecting visual literacy for them to easily determine if their respondents is a good or a poor viewer and they should consider older group of respondents to achieve more accurate results.

Online Journal of Art and Design, 2018

Emerging technologies allow digital production to be used within the initial stages of architectural design. The design process, in which drawing is the main tool, is affected with the rapid increase of digital production in the building sector and increasing awareness on digital drawing and production/fabrication is an undeniable fact of 21 st century. In this context, the article investigates the status of hand (manual) and computer (digital) based drawings in architectural education; the students' perceptions and its effects on their performances. A case study-within the context of the Construction Systems II course given at the Architecture Department of Çankaya University-has been conducted to evaluate/quantify the students' perceptions in order to demonstrate the advantages and disadvantages of hand and computer based drawings. Positive correlations of the familiarity to the drawing tool with easy correction of mistakes and relation of familiarity to the drawing tool with time management is observed. Based on the research; there is not a significant difference between hand based or computer based tools regarding spent time for the work in student practices; however, the process regarding revision, correction, or composition of drawing decreases time spent in computer aided drawing. Consequentlyit has been noticed that as the capability in drawing tool increased, the class performance of students increased too. The outcomes of the case study based on observations, evaluation, questionnaires and analysis covering an academicterm, are discussed in detail within the scope of the article.

METHODS OF TEACHING AND LEARNING IN THE FIELD OF BILDLITERALITÄT / VISUAL LITERACY ABSTRACT In this paper, that addresses different methods of teaching and learning in the field of Bildliteralität, the experiences with competence orientated art education are in the mainframe of research. The goal is to get more detailed information about the specific teaching-learning interaction by using the model of competence orientated visual literacy (according to the European Guideline CEFR_VL). The setting of a task in the process of the creative work within the parameters of visual literacy is a major issue. One of the research goals was the process how the children would appropriate professional, personal social competencies. These teaching-learning processes were supposed to be discussed later on in the discourse of art education. The ongoing inquiry started in 2014/15. Up to now the location of the inquiry were two classes in a viennese primary school (age bracket 6-9 years). The frame of reference was multilingualism. The choice of the schools corresponded to socio-economic and socio-cultural circumstances. Using art specific didactic methods under the mainframe of the competency model were supported by documenting and interpretating. Qualitative research methods (participating supervision, interviewing, photo- and video documentation, phenomenological analysis, case study) were used to get a larger context how visual literacy methods are positioned in art education. Within the span of a few weeks time up to the period of several months the tasks brought little by little the addressed competencies to light. It is helpful using the competence-orientated model of visual literacy within an artistic setting of serial tasks rather than analysing a single task. But ist demands a larger amount of time to make competencies accessible by acting in the artistic field. KEYWORDS: Bildliteralität, Visual Literacy, Teaching-Learning Methods, Creativity, Competence orientated Learning, Assignment of tasks

Purposes of this study are determining in-class applications of visual reading and visual presentation and reveal the problems faced during these applications. Quantitative methodology was used. Data gathering was performed via written answers given to open-ended questions. The results show that teachers are mostly using the visuals related with the texts from their textbook and visual development activity. In addition, the problem that they mostly mentioned is students having difficulties on expressing themselves.

inter-disciplinary.net

The conception of General Educational Program in the Czech Republic in the art education sector, implemented the semantization process as main differentiating approach from traditional reflexive model. Visual art is by this methodology understood as non fungible means for cognition and communication, and creativity as basic element of dynamic artistic process, where student acts as self-reliant individuality. The art production and interpretation consist of sign-constructs that enable existential self re-creation of students in interpretation process, and so becomes personal and social experimental practice in semantization. The main innovation, compared to the traditional art education, resides in semantic interpretation of visual expressivity and content interpretation of visual perception that facilitates conscious perception, creation and interpretation of visual expressions, emphasizing the role of communication. The second part discusses practical application of semantic approach on selected projects. The project EduArt, developed on national level, as a pilot methodology of imaginary implemented in the elementary education that verifies semantic methods in form of experiments. The results from theoretical research have been also utilized into the curriculum of 2 newly accredited disciplines at the Charles University in Prague (CHUP) -1) Electronic Culture and Semiotics; 2) New Media Studies.

2016

In the world today, which is intertwined with visuals, the importance of communication skills with visuals are increasing day by day. Visual literacy is necessity for deeper communication with visuals. This necessity is more essential for the areas, which are intertwined with visuals. That's why this research was aimed to describe how was the visual literacy skills of the students studying in Department of Fine Arts Education who were candidate for being teacher. The sample size of this qualitative research was 140 (91 man, 49 woman) students who were studying at first and final classes of State Universities of Turkey, Faculty of Education Fine Arts Education Department. Data Gathering tool, which was developed by the researcher, consist of nine open-ended questions and class levels, genders and region of the universities of the teacher candidates were asked for demographic characteristics. responds of the teacher candidate students mostly did not correspond to the answers of the questions. There were no distinctive differences among classes' levels of the students in terms of their visual literacy levels. This was concluded due to the absence of visual literacy or related lectures in the departments of visual arts. Thus, the alternative solutions for this issue and increasing visual literacy levels of the students were recommended.

ijg.cgpublisher.com

2013

Architectural education" starts long before people engage in university programs simply because they develop values and images generated by perception of the world around. This acquired background affects a person's future endeavors, particularly those involving visual issues. The authors, as "beginning design" educators, observe that students lacking visual experience and aesthetic awareness are less successful in courses requiring creativity. The aim of this paper is to explore means of raising aesthetic sensibilities for all members of the society in general; and to improve the creative potential of pre-university age group in particular. Organizational and/or institutional measures are proposed for the support of pre-university education to a given extent through a model.

Enquiry: A Journal for Architectural Research, 2016

Today, the significance of vision is often considered from multiple points of view including perceptual, cognitive, imaginative, historical, technical, ethical, cultural, and critical perspectives. Visual Studies, Visual Communication and Visual Design are popular courses of study found in many programs of higher education. This paper centers on a course called Visual Training within the domain of architectural education. To illustrate the pedagogical significance of the 78-year old practice, a methodology of Visual Training as it has been conducted at Illinois Institute of Technology is presented. The paper describes the program of exercises used, and through an interpretation of the course outcomes, it reveals the course structure and pedagogical theory. The discussion shows how Visual Training establishes grounds for architectural critique based on visual perception and aesthetic judgment. In looking at this case of Visual Training, the paper revisits some of the fundamental premises of architectural pedagogy – from methods to ideals – and challenges assumptions about the role of vision in education by calling attention to existing biases shaping many of today’s programs.