Many studies of children's learning in Art education have focused
on the young child working in two-dimensional processes. This
study examined ways in which emerging-adolescents worked three dimensionally
with clay. The purpose of the study was to discover
whether the introduction of adult models of three-dimensional form
would affect the way the child perceived and constructed threedimensional
form. These models were presented as perceptual
frames of reference related to the problem confronting the child.
The development of perceptual differentiation skills and perceptual,
manipulative and conceptual modes of learning underpin this
investigation.
Four intact classrooms of 12 year olds were studied and the
results were examined by a panel of judges. A rating scale
devised by the author was applied to each model. The scale was
designed to measure five aspects of three-dimensional form.
Results indicated that three-dimensional art works made by adults
do affect aspects of the way children approach visual problem solving. Implications for the use of such frames of reference in
the art classroom and indications of associated motivational and
attitudinal changes are presented in the study.
| Identifer | oai:union.ndltd.org:ADTP/219357 |
| Date | January 1987 |
| Creators | Stewart, Robyn, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Robyn Stewart |
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