Theses and Dissertations (Visual Arts and Design)
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Browsing Theses and Dissertations (Visual Arts and Design) by Author "Gaede, R. J."
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Item Photo-elicitation in qualitative research(2006-11) Pompe van Meerdervoort, Tracy; Gaede, R. J.The aim of the study The aim of the study is to find an optimal research methodology that is both beneficial to qualitative researchers (regarding data quality and interviewee participation) and research participants (regarding enjoyment of the research process and means of expression). This takes the form of a comparison assessing the use of the visual method of photo-elicitation in qualitative interviews. Firstly, photo-elicitation interviews and standard qualitative interviews as two different methodologies are compared. In this study the research subjects are children, and as noted in Chapter 3, photo-elicitation is particularly applicable to young research subjects, as it tends to break down the communication barriersItem The relationship between visual and verbal codes of visual rhetoric in a sequential art setting(2007-11) Van der Merwe, Ernest; Gaede, R. J.The aim of the study was to examine the relationship between visual and verbal codes of visual rhetoric in a sequential art setting. The literature investigation component of the study covered: (1) the notion of visual literacy; (2) the principles of visual rhetoric, and (3) trends in sequential art. The empirical component of the study involved the production of sequential art test material with an accompanying questionnaire in order to measure the comprehension of visual rhetoric in a sample of 197 undergraduate students at the Vaal University of Technology. The working hypotheses that guided the study were, firstly, that the comprehension of the visual code of the visual rhetoric used in a sequential art setting differs between (a) study participants that received visual training prior to the data collection and (b) study participants that received no visual training prior to the data collection, and secondly, that the comprehension of the visual code of the visual rhetoric used in a sequential art setting differs between (a) study participants that received test material in their home language and (b) study participants that did not receive the test material in their home language. Following a one-way ANOVA analysis of the questionnaire data, the first hypothesis indicated a significant statistical difference (p=O.OO) and was not rejected. The second hypothesis indicated no significant statistical difference (p=0.138) and was rejected. Based on the result obtained, possibilities for further research were motivated.Item Visual learning in a graphic design setting(2006-10) Chmela-Jones, Katarzyna Anna; Gaede, R. J.; Buys, C.An exploratory study was undertaken at three campuses of the Vaal University of Technology in response to weak examination results in one of the subjects of the graphic design curriculum. The aim of the study was to investigate visual learning strategies as used in conjunction with co-operative learning approaches in a higher education setting and to asses the appropriateness of these learning approaches in the discipline of graphic design at first-year level. The research questions that guided the study focused on how first-year graphic design learners experience (a) visual learning strategies, (b) a cooperative learning environment, as well as (c) the combination of these. The literature review component of the study covered (1) the fundamentals of visual learning, including the concepts of visual literacy, visual semiotics and visual culture; (2) graphic design education, especially in a South African context; and (3) principles of co~operative learning, including Avenant's requirements for successful group work. In the field work component of the study, multiple-choice questionnaires, open-ended questionnaires and focus group interviews were used as the main data collection methods. The results of the study did not indicate that first-year learners enrolled in the discipline of graphic design are likely to benefit from a combination of visual learning and co-operative learning strategies. Therefore, the implementation of a combination of the above-mentioned teaching strategies is not recommended in this setting.