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|Title:||The influence of visual models and instructional methods on the development of students' graphic representations|
|Author(s):||Langan, Jean Lynn|
|Doctoral Committee Chair(s):||Hardiman, George W.|
|Department / Program:||Art Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
Education, Philosophy of
|Abstract:||The purpose of this study was to investigate the graphic representational strategies of fifth grade students, and the instructional methods that demonstrated positive influence on those graphic representations. Direct modeling from visual models and the modeling of drawing behavior as an instructional method was investigated.
The population of the study was N = 80 fifth grade students. Equal numbers of male and female subjects were tested, M = 40, F = 40. The mean age was 11.8 years. The independent variables were dimension (two- or three-) and instructional method (video or no video). Age and gender were also factored. In drawing condition one, subjects were provided with a two-dimensional model, no modeling (video) instruction, pencil and paper. In drawing condition two, subjects were provided with a two-dimensional model, modeling (video) instruction, pencil and paper. In condition three, the subjects were provided with a three-dimensional model, no modeling (video) instruction, pencil and paper. In condition four, the subjects were provided with a three-dimensional model, modeling (video) instruction, pencil and paper. The dependent variables measured in the graphic representations were (1) projectivity; (2) occlusion; and (3) temporal order.
A 2 x 2 repeated measures design was used. An analysis of variance was used to determine projectivity and occlusion scores. Kendall's Tau Coefficient was used to determine the results of temporal order. The ANOVA showed dimension, occlusion and temporal order scores to be significant from Drawing 1 to Drawing 2. There were no main effects or interaction. Age and gender were not shown to be significant factors in themselves.
The video treatment had a powerful influence on the drawing performance, particularly in the category of temporal order. Placement, location of objects and proportion were demonstrated to improve (conform to the realism of the still life). Projectivity and occlusion scores also increased with the highest scores in the condition of the two-dimensional visual model crossed with modeling instruction (video).
|Rights Information:||Copyright 1995 Langan, Jean Lynn|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543640|
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