Visual learning in a graphic design setting
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Date
2006-10
Authors
Chmela-Jones, Katarzyna Anna
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Abstract
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.
Description
Thesis (M.Tech. - Graphic Design, Dept. of Visual Arts and Design, Faculty of Human Sciences) -- Vaal University of Technology
Keywords
Graphic design curriculum, Visual learning, Visual literacy