SIGRADI 2010. XIV Congreso de la Sociedad Iberomaericana de Gráfica Digital, desarrollado los días 17, 18 y 19 de Noviembre del 2010. Bogotá, Colombia / It is common today the use a graphical user interface and techniques to automate a process through compute - rization. By contrast, when trying to learn computational approaches, we have not overcome the learning curve and many of the workshops have not had the expected results to prolong their use. In this research we explore the trends in this process, from those that generate the generic object to those that appropriate it by modification. The set of case studies presents patterns and uses of those instructors who have come to be use algorithms intensively to solve a design problem

The stenciled, sculpted, or painted word is a central motif in approximately thirty major paintings produced by Jasper Johns between 1955 and 1964. For Johns, who often recycles important ideas in his work, the written word is a key element that transcends other stylistic and iconographic transformations during this period. The words in Johns' paintings refer to the names of colors, label familiar objects or title his compositions. The written word appears in works by other artists prior to 1955, and therefore Johns' significance lies not so much in the establishment of a new aesthetic vocabulary, but in exploring ways that language works in the visual arts. Because Johns' use of word imagery from 1955-1964 is innovative and important, it is the purpose of this thesis to examine the different ways that Johns approaches the subject of language within the framework of painting.

This dissertation is a qualitative case study within an interpretive epistemology that explores the construction and engagement of the informal curriculum and the subsequent interaction with rationalized systems of knowledge by four young autodidactics between the ages of 9 and 15. The analyses of these constructions, engagement and interactions coalesced into three themes. Theme one establishes autonomy as the penultimate emic feature of autodidaxy through its relations with commitment to endeavors, connections along the experiential continuum, and perceived confidence in abilities to learn and to organize the social environment for further learning. Theme two entails the inherent connection participants conceive between interests and progressive, challenging goals. Theme three focuses on how interests are initiated through the exploratory stance of the participants as they purposefully seek out experiential problems from their environment, as well as the control of habitual patterns of pursuit and moments of interest assessment. These themes in relation to the research focus on the informal curriculum and interactions with rationalized systems of knowledge result in three findings. First, rigor is found to operate at multiple levels within autodidactic endeavors; secondly, relevance functions as initial questions arising out of productive boredom tether knowledge to experience and results in persistence and versatility of interest; and finally, the finding of autonomy operates as a process of choice which frames interests with future orientations that afford challenging experiences resulting in joy and the progression of knowledge and skills associated with the interest. Data analysis throughout the themes and findings discussed above culminate in three implications. First, while not engaging all of the disciplines traditionally associated with formal schooling, the informal curriculum does afford opportunities for the rigorous interaction with rationalized systems of knowledge. Second, the informal curriculum also allows for distinct processes by which connections are made along the experiential continuum resulting in relevance. Finally, in order to facilitate the use of the informal curriculum in formal educational institutions, research is needed in which the informal curriculum is operative to varying degrees in contexts with differential affordances of autonomy, most critically with learners form a variety of lived experiences. / text

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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of my Thesis is to further develop an artistic practice that involves a thoughtful, drawn out engagement with culture, utilizing immediacy, temporality and improvisation through the formal manipulation of different mediums. My research focuses on these ideas as a continual thread that runs through my work of the past twenty years and gives conceptual unity to the range of stylistic experiments that have come with my growth as an artist. The end result is collage, painting, video and installation that utilizes both the literal and parabolical tearing, cutting and pasting of elements together as analogies within a defined field. The defined field being both the formal area of the work, as well as the conceptual representation of my individual consciousness as expressed through my process. Moving between abstraction and representation allows me to sample my thoughts and present them through a methodology that is consistent with the cognitive interplay of abstract and representative thought.

The Self-Access Study Center (SASC) at Brigham Young University's English Language Center (ELC) is a self-access lab where students can work independently to improve their language skills. Although some students have discovered how to use the SASC effectively, the majority of them appear to be unaware of the resources available in the center. Their trips to the SASC end up becoming more like a cyber cafe situation, where friends send email and chat online. If the SASC is used merely as a computer lab, then students are not using the resources available to fine-tune their English skills. The current project addresses two points. First, in an effort to provide on-going support for students and teachers, a Web site and database were created to provide users with information regarding materials available in the SASC at Brigham Young University's English Language Center. Second, a SASC orientation for both students and teachers at the ELC was implemented in September of 2004. It took place in the SASC and gave students and teachers a brief explanation about how to use the SASC effectively. ELC students later completed a survey as means of gathering feedback regarding the use of the SASC. The survey data showed that the students felt the website was very helpful and that the orientation had a strong influence on how students used the SASC. Analysis of the data showed that students tended to be more autonomous as a result of the SASC orientation. The results from the 2004 survey, with regards to the materials that students reported using, indicate that students used the SASC more for individual use and group work than to fulfill assignments or requirements from their teachers.

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