The title of this thesis Bottom Creek, Bent Mountain, VA is the subject of my large ink drawings. Starting with the spring outside my window, this book describes the creeks as it flows across the mountain that I grew up on. My drawings document the experience of walking along the banks of Bottom Creek as it flows past farms fields and along the roadside. Described as a seemingly insignificant place, the creek is in fact it is one of the most basic, and important parts of this mountain’s landscape, because the creek’s natural process it is responsible for producing the landscape as we see it. Through drawing the water from direct observation, I find a deeper connection to the land and respect for its ever changing processes.

In my practical diploma thesis, I’m extending on its theoretical part named Androgyn / The mysterium of completeness, particularly the chapter Bodily construction of the androgynous character (transformations of the body and character, metamorphosis and other deformations). I will explore the theme as a complex using multiple media I was using throughout my studies. These are: A. fragmented drawings, that will eventually be the basis for a graphical novel. In my drawings, I’ll capture the appearance and detailed transformation of bizarre anomalies of an animated body. Another output will be B. an installation of drawings in space. Using monumental digitally printed wallpapers, I’ll create a installation in space, that will represent the “cabinet of body representation”. In my thesis, I’ll also use C. a program for generating the shape of human body out of its basic parameters – I’ll create “real” bodies I’ll use later on in my graphical collection. The last part will be D. photographs of details of human body enlarged to a billboard size.

ABSTRACT This thesis explores the progression of my work through my graduate studies at the University of New Orleans. I examine the central psychological themes of the human experience. Through painting, drawing, printmaking, and sculpture, I investigate various ways of translating personal and universal experiences into open-ended visual allegories. These psychological narratives are intended to function ambiguously- allowing the viewer to develop their own ideas and responses to the work. Using the figure paired with symbols and also using mass-produced common objects to function as the figure; placing them in ambiguous environments, I juxtapose physical and psychological spaces that evoke emotions, experiences, memories, and identity. Key words: Sculpture, Drawings, Monotypes, Human Experience, Psychological Space

From about 1605 to 1613, the Dutch printmaker and draftsman Hendrick Goudt produced seven prints after paintings by Adam Elsheimer, the celebrated German artist active in Rome. Goudt's prints are virtuosic works that introduced Elsheimer's famously-rare, much-admired paintings to a broader audience while showcasing Goudt's unique talents as a printmaker. Goudt also produced over three hundred drawings over the course of his career. Different from his prints, his sketches are often impulsive, unresolved works-in-progress that never supported final, or finished works of art in the conventional sense. While many are based on iconic examples, others suggest his spontaneous recording of scenes of everyday life. Since his own time, Goudt has mainly been discussed as a subordinate figure to the more famous Elsheimer. His prints are generally considered to be technically-accomplished but largely reproductive works, and his drawings understood as amateurish productions. This dissertation, in considering Goudt's life and artworks as interdependent areas of study for the first time in art historical scholarship, has three primary goals: to establish more concretely the facts of Goudt's life through a close reading of surviving archival documents; to provide a thorough understanding of his prints and drawings in terms of his technique and influences based on an analysis of his works in European and American collections; and to consider Goudt within his artistic and social context. This research draws on recent scholarly investigations of early modern print culture, integrating a more nuanced understanding of the reproductive print to elucidate Goudt's works as virtuosic performances of his self-identification as an artist, a cultivated gentleman and art lover (liefhebber). His persona was shaped by notions of ideal behavior and etiquette promulgated in writings from the sixteenth century onward. His sketches, which demonstrate his commitment to drawing as a pedagogical tool, also relate to the practice of draftsmanship as a noncommercial activity among gentlemen, and thus suggest an image of Goudt as a privileged aesthete. In this sense, Goudt's works not only reflect his particular sense of self, but also embody the social values and ideals of the environment in which he and his artworks circulated.

Este trabalho trata de uma interface entre arquitetura e filosofia. O instrumental teórico utilizado nesta pesquisa é a fenomenologia da linguagem de Maurice Merleau-Ponty. Propomos uma leitura dos desenhos do arquiteto Joan Villà, por meio de uma linguagem expressiva, conquistadora, estabelecida como sistema complexo, aberto, onde os signos articulam-se pela diferença que estabelecem entre si e dessa forma, constituem a unidade da linguagem do arquiteto. Nosso objetivo é situarmos o fenômeno criativo nos desenhos do arquiteto e tratar questões da gênese do sentido, Para a leitura dos aspectos latentes dos desenhos, elegemos a teoria da intersubjetividade de Merleau-Ponty, presente na fenomenologia da linguagem para situarmos o trabalho participativo de Villà junto a comunidades carentes de habitação, na exposição de um desenho arquitetônico aberto, democrático. Para os aspectos dos desenhos em si, escolhemos a questão do vazio positivo e a dialética entre espaço público e espaço privado.Dessa forma, pretendemos desenvolver uma linguagem expressiva não meramente comunicativa, indireta, alusiva, capaz de conferir sentidos para a arquitetura, pois nossa hipótese é que na contemporaneidade, no âmbito da arquitetura e do urbanismo, vive-se uma crise de sentidos. / This work is an interface between architecture and philosophy. The theoretical tool used in this research is the phenomenology of Maurice Merleau-Ponty language therefore propose here a reading of the drawings of the architect Joan Villa via an expressive language, conquering, established as a complex system, open, in which the signs articulate by the difference established between them and thus constitute the unity of the language of the architect. Our goal is to situate the phenomenon in creative designs of the architect and dealing with issues of the genesis of sense. To read the latent aspects of the designs we have chosen the theory of intersubjectivity in Merleau-Ponty, this phenomenology of language to situate participatory work villa next to needy communities in housing, exposing an open, democratic architectural design. For the visible aspects of the drawings, chose the issue of positive void and the dialectic between public space and private space. Thus, we intend to develop a merely communicative, indirect, allusive, expressive language is able to give directions to architecture because our hypothesis is that in contemporary times, in architecture and urbanism, one lives a crisis of meaning.

Orientador: Marizilda dos Santos Menezes / Banca: José Carlos Plácido da Silva / Banca: Isabel Cristina Italiano / Banca: Patrícia de Mello Souza / Banca: Roberto Alcarria do Nascimento / Resumo: A modelagem do vestuário é uma área de conhecimento do design de moda, que se consolidou como um tema de grande relevância, especialmente por relacionar-se com os domínios conceituais, funcionais, técnicos e estéticos do projeto, associados às questões produtivas. Por isso, esta tese trata da necessidade de substituir a tradicionalidade dos modelos e métodos de ensino praticados nesta área, ainda sob forte influência de padrões rígidos e práticas predominantemente instrucionais, por abordagens metodológicas de caráter flexível, capazes de atender a complexidade envolvida na construção do raciocínio de modelagem em uma perspectiva contextual e sistêmica, sobretudo integradas a contextos projetuais. Nesta perspectiva, propõe-se empregar as práticas projetivas utilizadas no design, para o ensino-aprendizagem e desenvolvimento da competência cognitiva em modelagem, que a partir da abordagem desta tese passa a ser conceituada em duas dimensões: técnica-criativa, voltada à concepção do vestuário e técnica-produtiva, direcionada a produção do vestuário. Há um entendimento de que é na articulação entre ambas dimensões, que é possível integrar o ensino desta área aos vários domínios do projeto. Além disso, apresenta-se um escopo teórico da área Educacional, do Design e da Criatividade, que associado ao levantamento e análise de dados quali-quantitativos, possibilita avaliar como a forma de pensamento, procedimentos cognitivos, métodos, técnicas e ferramentas, características do campo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The modeling of clothing is an area of knowledge of fashion design, which is consolidated as a subject of great relevance, especially because it is related to the current, functional, aesthetic and design concepts associated with productive ones. For this reason, this thesis deals with the need to replace the traditionality of the models and teaching methods practiced in this area, still under strong influence of rigid patterns and predominantly instructional practices, through methodological approaches of a flexible nature, capable of attending to the complexity involved in the construction of the modeling reasoning in a contextual and systemic perspective, mainly integrated to the project contexts. In this perspective, it is proposed to use the projective practices used in design, for teaching-learning and development of cognitive competence in modeling, which from the approach of this thesis is conceptualized in two dimensions: technical-creative, focused on the conception of clothing and technical-productive, aimed at the production of clothing. There is an understanding that it is in the articulation between both dimensions that it is possible to integrate the teaching of this area to the various domains of the project. In addition, a theoretical scope of the Educational, Design and Creativity area is presented, which, together with qualitative and quantitative data collection and analysis, enables us to evaluate the way of thinking, cognitive procedures, methods, techni... (Complete abstract click electronic access below) / Doutor

Comumente os professores de educação infantil não possuem formação específica na área de arte. Este estudo apresenta alguns instrumentos teóricos e metodológicos usados para favorecer a compreensão dos desenhos de crianças em um programa de formação inicial de professores de educação infantil. Como o olhar atento e cuidadoso do professor no centro de educação infantil (CEI) é uma peça chave importante para se estabelecer as condições próprias para o desenvolvimento gráfico das crianças, é razoável esperar que esse olhar seja considerado como um elemento importante na formação inicial do professor. A metodologia desta pesquisa primeiramente descreveu o contexto de trabalho definido como formação inicial em serviço, ocorrido em São Paulo, no Programa ADI-Magistério, depois, apresentou referenciais teóricos - Luquet, Lowenfeld, Mèredieu and Kellogg que deram suporte ao material didático utilizado como apoio pelas auxiliares de desenvolvimento infantil (ADI) participantes do programa, e por último, analisou desenhos produzidos por crianças dos Centros de Educação Infantil. As análises produziram para os professores referências visuais mais ricas, definindo um ambiente próprio para as significações a partir do estabelecimento de relações mais interessantes e uma nova forma de comunicação com as crianças. / Usually teachers are not introduced to any kind of formal art`s study. This research presents some theoretical benchmarks and a methodology used to improve the comprehension of young childrens drawings and paintings by caregivers involved in a teacher formation program. As a thoughtful and careful approach from the teacher in the daycare center (CEI) is of key importance to establish the proper conditions to the full development of the child`s drawing ability, it`s quite reasonable to expect that the development of that approach should be an important element in the teacher`s formation. Our methodology first describes the professional learning environment defined by a in-service teacher formation program sponsored by the City of São Paulo, Brazil, government, called Program ADI-Magistério, secondly reviews the theoretical benchmarks - Luquet, Lowenfeld, Mèredieu and Kellogg - that support the study material that was provided to the caregivers (ADIs) in the program, and last it analyzes the drawings and paintings that were produced by the children in those classes. The analyses provided to the teachers new and more rich visual references, defining a proper and meaningful environment for them to establish interesting relations and a new level of communication with the young children.

This research and thesis is a response to a particular usage of the Wild Man concept, an archetype with a long history in western and many other societies. In recent times, writers of the mythopoetic/therapeutic wing of the Men's Movement have advanced gender politicised notions of the Wild Man, assigning a role for him as a key to many of the problems men face. This new role intrigued me but their depiction of the Wild Man irritated because I too had a strong belief in him but felt he was being misrepresented. The objective of this thesis is to arrive at my own considered view of the Wild Man through assessment of the relevant data. The primary focus is on recent Men's Movement writing, both those championing the wild Man such as Bly, Keen and Biddulph, and their critics, who deny his existence. Feminist views are also an important area of investigation. The scope of investigation must include historical perspective of the Wild Man and evidence from the physical sciences, anthropology, zoology, psychology, philosophy, literature and sociology. I also examine the connections with my own field, visual arts linked with the Wild Man. During the conduct of the research, the author experimented with some of the methods for 'contacting the Wild Man' such as meditation and bushwalking. The written research was part of a cycle of investigation including the production of drawings and sculptures/installation, with each area nourishing and stimulating others. My assessment discusses and makes suggestions for: the Wild Man as a way for men to refashion themselves; men's 'contact' with the Wild Man; what the Wild Man has to offer; an exploration of the nature of the Wild Man; and his relevance to art. Further work is required in bringing men of differing views together to discuss and research means for positive change in men. / Master of Arts (Hons)

This study examines some students’ attitudes towards mathematics in grade 2-4. When studying students’ attitudes questionnaires and interviews are often being used as methods. In this study we used a more rare method. The students in the study have been asked to draw a sketch together with a descriptive text that illustrates what they think they do during mathematic lessons. The purpose of the study is to investigate students’ attitudes towards mathematics and also to evaluate the method being used. To evaluate the method some of the students also participated in a survey interview in order to gain deeper knowledge of their beliefs and attitudes towards mathematics. The result demonstrates that a majority of the students have a positive attitude towards mathematics. Regarding the method a majority of the interpretations we made of the drawing are consistent with the students’ responses in the survey interview. The method of students’ drawings were thus well serve as one of several measurements for teachers to examine students' beliefs and attitudes towards mathematics. / Denna studie undersökte några elevers attityd till ämnet matematik i årskurserna 2-4. När elevers attityder till matematik ska studeras brukar främst enkäter och intervjuer användas som metod. I denna studie har istället en mer ovanlig metod använts. Metoden har inneburit att eleverna har fått i uppgift att rita en teckning och skriva en beskrivande text som ska illustrera vad de anser att de gör under sina matematiklektioner. Syftet med studien var dels att undersöka elevernas attityder till matematik, dels att undersöka om man med den nämnda metoden kan studera hur eleverna upplever matematiklektionerna. För att utvärdera metoden har några av eleverna även ingått i en enkätintervju för att få en djupare förståelse för deras föreställningar och attityder till matematiken. Resultatet från studien visar att en majoritet av eleverna har en positiv attityd till ämnet. Angående metoden överensstämmer en övervägande del av de tolkningar vi gjort med vad eleverna svarat i enkätintervjun. Metoden med elevernas teckningar skulle alltså väl kunna fungera som ett av flera mätinstrument för lärare för att studera elevernas föreställningar och attityder till ämnet matematik.

The purpose of the present study was to investigate the differences among the human figure drawings (HFDs) of individuals diagnosed with Obsessive-Compulsive Disorder (OCD), Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and Normal Controls. Males and females (N=161), ranging in age from 7.0 to 58.9 years, diagnosed with OCD, TS, ADHD, and individuals with no diagnosis were administered the Draw-A-Person (DAP; Machover, 1949), a human figure drawing task. Analyses were conducted to evaluate relationships between several variables: sex of participant, age, detail, emotional indicators, symptom severity, and sex of figure drawn. Results provided support for the hypothesis that males would draw a same sex figure more often than females, and that males would include more anxiety indicators than females. Results also provided support for the hypothesis that younger participants would include more unusual characteristics in HFDs, although the variance explained was minimal. The hypothesis that symptom severity would influence HFD characteristics was not supported, nor was the hypothesis that sex of participant would influence inclusion of detail. Several of the regression analyses of the smaller clinical groups were statistically significant, yet these results should be interpreted with caution due to the small number of cases used for the analysis.