|M.Sc Student||Nekritch Tatyana|
|Subject||Fostering Visual Literacy and Aesthetic Perception|
through Practice in Geometric Design and its
Application to Creative Work
|Department||Department of Education in Science and Technology||Supervisors||Professor Igor Verner|
|Ms. Rachel Sebba|
|Full Thesis text - in Hebrew|
School education in Israel is undergoing a reform aimed at expanding opportunities for integrative learning of mathematics, science, technology and art through inquiry-based and experiential activities in authentic environments. The goal of this study was to develop, implement and evaluate an approach to fostering visual literacy and aesthetic perception trough learning practice in geometric design and art work. The research questions were:
1. What are characteristics of teaching and learning for fostering skills of visual literacy and aesthetic perception, through geometric design activities and artwork?
2. What are indications that point at developing visual literacy during practice in geometric design and artwork performance?
3. What are students’ attitudes toward practice in geometric design and artwork?
The research was conducted as a quasi-experimental multi-case study with participation of middle school and teacher education students. It applied qualitative methods. To collect data we developed and administered questionnaires, conducted interviews, evaluated artworks and analyzed notes in the researcher’s diary.
To answer the first research question, we performed inductive analysis of the educational process to elicit characteristics of teaching and learning. The following characteristics of teaching were found essential for fostering visual literacy and aesthetic perception: promoting creativity and aesthetics in artworks; presenting basic design concepts and geometric analysis of solutions; encouraging the use of various materials and techniques and facilitating reflective thinking to improve artworks.
To answer the second research question, we evaluated geometric designs and artworks, assessed spatial perception skills, and analyzed students' reflections related to visual literacy development. The following indications of the visual literacy development were observed: enrichment of visual design techniques and aesthetic taste growth, improvement in performing spatial tasks and artworks, acquisition of computer graphics skills and geometric perception capabilities.
When answering the third research question, we analyzed students' interviews and reflections. As found, the participants highly evaluated the contribution of design practice that helped them to develop geometric analysis and construction skills. They saw this practice as the most important part of the learning and recognized the value of computer visualization and aesthetic design in preparing computer presentations and other instructional materials.