Report (M.S.)--Virginia Polytechnic Institute and State University. M.S. 1993. / Abstract. Includes bibliographical references (leaves 40-41). Also available via the Internet.

Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1980. / Bibliography: leaf 35. / by Steven Yelick. / Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1980.

Thesis (M.A.). / Written for the Dept. of Art History and Communication Studies. Title from title page of PDF (viewed 2008/03/12). Includes bibliographical references.

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This dissertation focuses on the politics of self-narration and the use of visual images and strategies in Margaret Laurence's The Diviners , Daphne Marlatt's Ana Historic and Margaret Atwood's The Handmaid's Tale and Cat's Eye. I argue that these authors are reworking the metafictional form by using visual strategies (such as reflection, distortion and point of view) to explore the complex relationship that us created when the woman narrator when she is both subject and object of her own fictional autobiography. / I use the artistic form of anamorphosis as the overriding metaphor for discussing this relation and its manifestation in these texts. Paintings and drawings in which the anamorphic form is used depend upon strategic distortion, indirect viewing and perspective for their effect. Anamorphoses present exploded, fragmented images which, through the strategic positioning of the viewer, are reconfigured into recognizable forms. The emphasis in these works of visual art is upon the moment at which these images are reconfigured. In literary works, I argue, the emphasis is on the process of creating a distorted image and on that which is contained in the spaces that are revealed through the process of exploding that image. This metaphor allows me to explore the interdependence of the visual and written elements of self-representation in these novels and the simultaneous, shifting, mutually informing relation between a narrating, subjective "I" and a narrative "eye" (with its emphasis on the visual, on perspective, and on point of view). / The resistant, reinscriptive and interrogative strategy of "literary anamorphosis" moves these novels beyond the confines of linear, literary forms to create a distinct, feminist, narrative space in which women writing in Canada can articulate the complex politics of their positions in but not of the masculinist Master Narratives that have historically defined and controlled them.

Acompanha: O ensino de arte e matemática: abordagens geométricas (material didático) / A presente dissertação teve como objetivo da introduzir conceitos básicos de geometrias não-euclidianas em aulas de Matemática do Ensino Médio, usando Arte e Matemática. Para tanto, utilizou-se de abordagem triangular, fundamentada por Barbosa e de registros de representações semióticas, baseados nos estudos de Duval. O estudo envolveu estudantes de 2as séries do Ensino Médio de um colégio público estadual do município de Rio Negro (PR). A pesquisa aplicada constou de duas etapas. Num primeiro momento, analisou-se pêssankas à procura de conceitos matemáticos empregados em sua composição e verificou-se a utilização, instintivamente, pelos artesãos, de conceitos como simetria, proporção, polígonos, elipses, biláteros, retas e pontos. Na segunda etapa abordou-se o ensino de geometrias não-euclidianas no Ensino Médio, usando Arte e Matemática. Do ponto de vista metodológico a abordagem foi qualitativa, de natureza interpretativa, com observação participante. Os dados foram recolhidos a partir da aplicação de sequências de atividades envolvendo anamorfose, geometria espacial e projetiva e, da aplicação de oficina investigativa, envolvendo geometrias plana, espacial, elíptica e projetiva. As atividades desenvolvidas com os alunos envolveram materiais manipuláveis, recursos tecnológicos, análise de imagem, contexto histórico e fazer artístico. Os resultados mostram a validade do trabalho docente com metodologia interdisciplinar, tornando as aulas de Matemática motivadoras e desafiantes. Como produto final, apresenta-se um manual pedagógico que tem por finalidade fornecer aos professores de Matemática e de Arte, interessados no assunto, informações sobre conexões entre Arte e Matemática que se fazem presentes no ensino de noções de geometrias não-euclidianas. / The present dissertation had as objective to introduce basic concepts of non-euclidian geometries in Mathematics classes of the Medium Teaching using Art and Mathematics. Therefore, it was used the triangular approach, supported by Barbosa and of registrations of semiotic representations, based in the Duval studies. The study involved students of second grades of High School in a public school from Rio Negro (PR). The applied research consisted of two stages. In a first moment, pysanky was analyzed mathematical concepts used in its composition and the use was verified instinctively, by the artisans, of concepts as symmetry, proportion, polygons, ellipses, biláteros, straight line and points. In the second stage the teaching of geometries was approached non-euclidian in the Medium Teaching, using Art and Mathematics. The methodological point of view the approach was qualitative, of interpretative nature, with participant observation. The data were picked up starting from the application of sequences of activities involving anamorphosis, space geometry and projective and, of the application of investigative shop involving plane, space, elliptic and projective geometries. The activities developed with the students involved materials that there manipulated, technological resources, image analysis, historical context and how to produce artistic activities. The results showed the validity of the educational work with interdisciplinary methodology, making the Math lessons motivating and challenging. As the final product, It presents a pedagogical manual that has for purpose to provide teachers of Mathematics and Art, interested in the subject, information connections between Art and Mathematics that are present in the teaching notions of non-euclidian geometries.