This research investigates critical methods for approaching aesthetic design decisions in illustration. As a method of communication illustration qualifies its subjects through aesthetic choices, or modalities. The qualifying nature of these modalities can affect communication in an image and this research seeks an explicit understanding of how this communication occurs. This practice-based research project employs two aesthetic extremes, line and tone, in the creation of four historic visual narratives designed to fill visual gaps in the history of 1 Commando Fiji Guerillas. Line and tone are tendered as a means of visually negotiating the informing records of the Fiji Commando experience, records characterised by both conflict and absence. Can these disparate, conflicting, yet necessary records of experience be visually acknowledged in an illustrated expansion of the Fiji Commando's visual history? This position serves as the point of departure for research. An understanding of the communicative properties of line and tone is followed by investigation into their relationship to the propositions they represent, with initial research suggesting that modalities reflect the social contexts from which they encode. This relationship implied a means to negotiate the historic records necessary in a contemporary visual articulation of the Fiji Commando experience through the strategic use of aesthetic modalities to acknowledge the nature of informing source material. This practice-based approach to research allowed the consolidation of both the possible and the probable in the creation of a new visual, historic text, while revealing analytical approaches to aesthetic choice.

The objective of this research is to demonstrate that co-creative sketching as a part of the participatory process has the potential to support the developmental nature of a visual communication tool used to promote the exchange of experience. The tool is intended to create an informative hub that influences a travellers experience of a location. Ethnographic research as reflective sketching was conducted in the Tongariro National Park. Within this setting reflective sketching located the kitchen and common area of traveller specific accommodation as an ideal collaborative environment to conduct participatory design research. In this collaborative environment snowboarders and skiers who are aged between 20-30 years are identified as the target audience. This specific audience participated in co-creative sessions throughout the design process, resulting in the participatory design of the tool. The design aim of the visual communication tool was to promote the exchange of experience between snowboarders and skiers about a specific location. This was achieved by adapting generative tools made up of a visual language which supported the word of mouth exchange and individual expression. The exchange of experiences was facilitated by co-creative sketching with the visual language during a state of play. Playful co-creative sketching supported word of mouth dialogue between the snowboarders and skiers in a way that co-created an informative visual representation of the dialogue or contextmap. The resulting contextmap represented an image for experience which was beyond an individuals conception and made individuals tacit-knowledge accessible to audiences within and outside the moment of exchange, creating an informative hub which influenced the specific audiences view of experience for a location. An action research methodology is used during the course of this research, informed by the approaches of co-creation, context-mapping and generative tools. These approaches constructed a theoretical framework for the participatory development and co-creative sketching of the communication tool. This supportive thesis discusses the context, the theoretical concepts and provides an in depth account on the research through design process; the week-by-week participatory process undertaken to develop the visual communication tool.

Thesis (MA (Visual Studies))--University of Pretoria, 2008. / Includes bibliographical references.

CAPES / A pesquisa buscou investigar o Tropicalismo (1967-1968) e analisar de que forma sua linguagem gráfica repercutiu nas capas de disco de 1969 a 1978, ou seja, nos dez anos seguintes ao término oficial do movimento. A dissertação procurou pensar nas características estéticas e culturais presentes nos projetos gráficos, considerando o contexto histórico desses anos, as propostas da canção tropicalista, tal como as influências entre as sonoridades e visualidades do período. Para isso, foram estudadas as capas de disco do Brasil da segunda metade dos anos de 1960, com ênfase na Tropicália. Foram selecionadas dez capas de discos do período posterior, com o intuito de estabelecer comparações e discutir as principais referências. Foi desenvolvida uma análise visual com base na semiótica peirceana - a partir da proposta de Martine de Joly (2006) - de capas de eixos fonográficos diversos de 1969 a 1978, apontando de que maneira construiu-se um diálogo entre o design tropicalista e as peças selecionadas. A partir disso, foi possível verificar que o Tropicalismo teve significativa importância para a criação e implantação de uma nova linguagem visual no design brasileiro e influenciou, em diferentes aspectos, o desenvolvimento de capas de disco da década posterior. / The research sought to investigate the Tropicalismo (1967-1968) and analyse how its graphic language reflected in the album covers from 1969 to 1978, in other words, in the ten years following the official end of the movement. The dissertation attempted to think about the esthetic and cultural characteristics present in graphic projects, considering the historical context of those years, the proposals of the Tropicália’s songs and the influences between sounds and visualities of period. Thus, the research was studied the album covers of Brazil in the second half of the 1960s, with an emphasis on Tropicália. Ten album covers of the period subsequent were selected, to compare and discuss the main references. It was developed a visual analysis based on Peircean semiotic - from the proposed of Martine Joly (2006) - of album covers of different phonograph axes from 1969 to 1978, pointing how was constructed a dialogue between Tropicalismo’s design and the selected pieces. From this, it was possible to verify that the Tropicalismo had significant importance for the creation and implementation of a new visual language in Brazilian design and influenced, in different aspects, the development of album covers in the next decade.

[pt] Os objetos de ensino-aprendizagem estão presentes em sala de aula há muitos anos. Os professores os utilizam para tornar o ensino mais dinâmico e por vezes divertido. Contudo, poucas são as pesquisas relacionadas ao material didático, em sua grande maioria, abordam apenas o livro didático e não os objetos confeccionados pelo professor. Nesta pesquisa são apresentados objetos de ensino utilizados em salas de aula de duas escolas do Rio de Janeiro, uma pautada na pedagogia tradicional (Instituto de Educação do Rio de Janeiro) e outra na pedagogia montessoriana (Aldeia Montessori). As diferenças entre os materiais são claras: a forma de construção, matéria-prima utilizada, tipografia dos textos, imagens, etc. Esses elementos podem tornar o material mais rico visualmente e facilitar a apreensão do conteúdo. Os professores, porém, pouco conhecem sobre teorias de Design e Comunicação Visual, para trabalhar esses elementos de forma efetiva. Coube a esta dissertação compreender os meios e modos de produção do material didático confeccionado e utilizado pelos professores. O que eles pensam, como fazem os objetos, quais matérias primas utilizam, como se dá a escolha das imagens e tipografia presentes no material, foram algumas da perguntas norteadoras da pesquisa. Como resultados ficaram evidentes a importância do Design no âmbito escolar, a necessidade de um designer trabalhando em conjunto com os professores no desenvolvimento desses materiais e são apresentadas algumas sugestões para os professores no momento da confecção do material. / [en] The objects of teaching and learning are present in classrooms for many years. Teachers use them to make education more dynamic and sometimes fun. However, few researches are related to the material, in most cases they address only the textbook and not the objects made by the teacher. In this research, objects of teaching used in the classrooms of two schools of Rio de Janeiro are presented, one based on traditional pedagogy in teaching and other montessoriana. The differences between the materials are clear: the form of construction, raw materials, printing of texts, images, etc. These elements can make the material more visually rich and facilitate the seizure of the content. But the teachers know little about theories of Design and Visual Communication, to work these elements effectively. The objective of this dissertation was, understanding the means and modes of production of teaching materials made and used by teachers. What they think, how they made the objects, which raw materials are used, how is the choice of images and typography to be in material, were some of the questions that guided the search. As results, the importance of design work in schools, the need for a designer working with teachers in developing these materials were evident and some suggestions for teachers at the time of preparation of the material were presented.

In this report I explore themes of aesthetics and communication, while describing my process of making a meta-comic about my experiences with art and education. What is beauty, and how can I tell you how it makes me feel? / I denna rapport undersöker jag estetik och kommunikation somtidigt som jag beskriver min arbetsprocess med att göra en meta-serie om mina upplevelser kring konst och konstutbildning. Vad är skönhet, och hur kan jag berätta om hur det känns?

This dissertation follows an interdisciplinary approach that weaves practice and theory in the disciplines of visual communication, semiotics, cultural studies, linguistics, and new media art. The research methodology is practice-based located within a historical and contemporary context that allows for artistic experimentation and new knowledge to be generated through reflected creative practice This research proposes a context within which society can develop a transcultural means of communication with the objective of gaining completely unambiguous forms of understanding. This research explores the possibility of an open source scaffold for pictorial language that fosters self-enhancing diversity of production models, communication paths, and interactive communities. The dissertation explores research strategies and visual practice in relationship to a proposed global use of a common system of visual semantic decoding that would allow for visual synthesis by individuals from diverse cultural backgrounds. It is proposed that a shared collective knowledge of signs, symbols, and pictographs, supported by the advancement of future communication and information systems, can lead to a visual communication system that will be universally accepted. There is a historic, on-going and collective consensus on the need for a universal language in the near-future posthuman condition. In answer to this need, this dissertation contextualises and goes on to explore a realised case study of a practice-based solution for a universal pictorial communication system. The system may at times seem ambitious and abstract, however, it aims to include all cultures of the world, seeking to establish a direction that identifies and locates cultural similarities over cultural difference. This practice-based enquiry proposes a direction that should maintain coherence, logic, and veracity in order to develop a pictographic communication system that is a valid representation of the human experience in a posthuman condition.

Thesis submitted in fulfilment of the requirements for the degree Master of Education: Visual Art Education in the Faculty of Education at the Cape Peninsula University of Technology, 2012 / This thesis investigates the factors, specifically the constraints, that influence the choices intermediate phase teachers make when planning visual art lessons. The study is also concerned with how teachers deal with factors that they identify as constraints to teaching visual art. The study is framed within an interpretive framework and the work on teacher knowledge by Shulman (1986; 1987). Semi-structured interviews were conducted with four class teachers, three Arts and Culture teachers, and four visual art teachers using a phenomenological methodology. Interviews were analysed systematically by indexing and organizing the data using the knowledge base for teaching as described by Shulman (1987) and Turner-Bisset (1999).<p></p> The patterns in what teachers consider when planning visual art lessons, and their reasons for doing so, was better explained by a teacher’s training in visual art education rather than his/her role as a class, Arts and Culture, or visual art teacher. In this study, the teachers who are trained in visual art education generally work in situations with few contextual problems and their focus, when lesson-planning, centres around the best way visual art content knowledge can be integrated into lessons. In comparison, most of the teachers who are not trained in visual art education mentioned numerous contextual problems that affected their ability to teach visual art. These teachers plan their visual art lessons around what they believe they are able to manage within the context of the school they are working in, rather than specific visual art related outcomes. In addition, their lesson-planning decisions are generally based on limited visual art content knowledge and pedagogy. Hence, compared to teachers trained to teach visual art, their application of visual art content knowledge is haphazard and does not build on the foundation of the curriculum.<p></p> Limited contact time and support from management are two contextual factors that were found to impact the way teachers in this study plan visual art lessons. To mitigate for the lack of contact time, the teachers trained in visual art education endeavoured to manage their lesson time efficiently and to setup clear routines with their learners so as to minimize the amount of time spent on non-learning activities.

CAPES / A pesquisa buscou investigar o Tropicalismo (1967-1968) e analisar de que forma sua linguagem gráfica repercutiu nas capas de disco de 1969 a 1978, ou seja, nos dez anos seguintes ao término oficial do movimento. A dissertação procurou pensar nas características estéticas e culturais presentes nos projetos gráficos, considerando o contexto histórico desses anos, as propostas da canção tropicalista, tal como as influências entre as sonoridades e visualidades do período. Para isso, foram estudadas as capas de disco do Brasil da segunda metade dos anos de 1960, com ênfase na Tropicália. Foram selecionadas dez capas de discos do período posterior, com o intuito de estabelecer comparações e discutir as principais referências. Foi desenvolvida uma análise visual com base na semiótica peirceana - a partir da proposta de Martine de Joly (2006) - de capas de eixos fonográficos diversos de 1969 a 1978, apontando de que maneira construiu-se um diálogo entre o design tropicalista e as peças selecionadas. A partir disso, foi possível verificar que o Tropicalismo teve significativa importância para a criação e implantação de uma nova linguagem visual no design brasileiro e influenciou, em diferentes aspectos, o desenvolvimento de capas de disco da década posterior. / The research sought to investigate the Tropicalismo (1967-1968) and analyse how its graphic language reflected in the album covers from 1969 to 1978, in other words, in the ten years following the official end of the movement. The dissertation attempted to think about the esthetic and cultural characteristics present in graphic projects, considering the historical context of those years, the proposals of the Tropicália’s songs and the influences between sounds and visualities of period. Thus, the research was studied the album covers of Brazil in the second half of the 1960s, with an emphasis on Tropicália. Ten album covers of the period subsequent were selected, to compare and discuss the main references. It was developed a visual analysis based on Peircean semiotic - from the proposed of Martine Joly (2006) - of album covers of different phonograph axes from 1969 to 1978, pointing how was constructed a dialogue between Tropicalismo’s design and the selected pieces. From this, it was possible to verify that the Tropicalismo had significant importance for the creation and implementation of a new visual language in Brazilian design and influenced, in different aspects, the development of album covers in the next decade.

Orientador: Etienne Ghislain Samain / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-05T12:12:36Z (GMT). No. of bitstreams: 1 Mendonca_JoaoMartinhode_D.pdf: 28651885 bytes, checksum: a3cb2d85eebf61c030b2d5f5e380178d (MD5) Previous issue date: 2005 / Resumo: Este trabalho tem como objetivo principal delinear e esclarecer as inserções da antropóloga norte-americana Margaret Mead nos campos da Antropologia Visual e da Antropologia da Comunicação Visual. Através dos recursos da Reserva Técnica de Bolsa (FAPESP), foram adquiridas obras da autora pouco conhecidas no Brasil. A partir delas, levantamos todos os seus envolvimentos com o uso das imagens fotográficas e fílmicas. A consideração conjunta das principais reflexões escritas da referida antropóloga sobre o tema permitiu, então, diferenciar suas proposições programáticas (na forma de artigos) daquilo que efetivamente realizou, em termos visuais, ao longo de sua obra. Nesta última, selecionamos, para um exame mais detido, um trabalho fotográfico específico e analiticamente complexo ¿ Balinese Character (Bateson e Mead, 1942) ¿, no sentido de delimitar princípios metodológicos gerais, capazes de presidir à constituição de um discurso antropológico não ancorado exclusivamente na expressão escrita. Uma série paralela de fotografias, organizadas cuidadosamente na dupla perspectiva dada pelas expressões verbais e visuais, foi constituída de maneira a possibilitar uma reflexão efetiva em torno das questões tratadas no texto que ora apresentamos / Abstract: This work is about the relations between visual and verbal expressions in the anthropological discourse. The major focus is on the uses of the images (photographs) in the researches and publications of the anthropologist Margaret Mead (with her various partners: Gregory Bateson, Paul Byers, Ken Heyman and others). Sixty two verbal-visual compositions are presented to demonstrate the potentialities and the limitations of the verbal and visual expressions arranged side by side. The results show us that the propositions of Margaret Mead must be reconsidered in the light of the different uses of the images in her works. In this way, a part of the history of Visual Anthropology is delineated and indicates significatives possibilities of enrichment in this and in correlated fields of the humanities / Doutorado / Multimeios / Doutor em Multimeios