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Dissertations / Theses on the topic 'Drawing skills'
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1
Maani, Leila. "Encouraging the acquistion of drawing skills in game design : a case study." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/962/.
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Undergraduate, Interactive Games Design (IGD) courses offered by technical universities in the UK recruit students who are not required to have art or design backgrounds. However, they need to be able to represent their creative ideas. Observations at the University of Gloucestershire have shown that many students find difficulties in expressing their ideas in a visual manner as they do not have adequate drawing skills and eventually some focus on coding and some withdraw. This thesis investigates the links between game design and drawing skills, examining concepts of creativity, learning, design communication and education. To establish the basis of this problem, it was necessary to gain an insight into students‘ and tutors‘ viewpoints and interpretation of this course. Using an interpretive philosophical framework, a mixed method approach was chosen to allow for greater opportunity to understand the phenomenon. Within an action research paradigm, the research was carried out in an evolutionary manner. The extent of the problem was established by eliciting tutors‘ insight from other institutions both arts and technical based. A case study was set out to study two cohorts of students. This identified the problems reported by students and the impact of these on students‘ attitude and motivation. The nature and necessity of drawing skills for sketching storyboards were explored by gaining views of students, tutors and industry professionals. The effect of the tutor-led Art interventions at UoG was investigated. The research identified criteria to assess the quality of storyboard communications and finally a framework for an e-learning object to develop storyboard communication skills was specified. This study revealed that obtaining visual skills is fundamental in order to be able to draw or use rapid prototyping techniques for storyboarding. This needs to be addressed in a specified module or several sessions. It appeared that the design of an art intervention (tutor-based or e-learning object) for IGD students, needs to address the issues of confidence and teamwork alongside with the learning materials in a constructive and gamified style and as interactive as possible in a structured goal-based manner. It would also benefit from Active learning teaching style.
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Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.
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Zirngast, Wendy Margaret, and n/a. "The relationship of drawing skills to visual perceptual abilities in year 7 students." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061112.123539.
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The aim of this field study was to investigate
the relationship between visual perceptual processes
and drawing ability in Year 7 students in the
Australian Capital Territory.
A random sample of five classes from five High
Schools, consisting of 113 year 7 students, was tested
for their ability in representational and memory
drawing, and a sample of good drawers was chosen by a
panel of five Independent judges.
The drawing ability of the "Good" Drawers Sample
was tested by means of Field's Visual Information
Transformation Test (VIT), and the visual perceptual
processes were tested using MacGregor's Perceptual
Index.(MPI) A statistical analysis of the ranked
scores was made using the Kruskal Wallis Analysis of
Variance, the Spearman Rho rank order correlation, and
the Mann Whitney U Test.
4
Rose, Sarah Elizabeth. "Development of drawing ability and the attitudes and practices towards children's drawings in Steiner and National Curriculum schools." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2013/.
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Among educationalists there is some uncertainty about how best to teach children drawing skills and among psychologists there is uncertainty about how different approaches might influence children's drawing development. In the National Curriculum children are taught both expressive and representational drawing ability, but there is concern that the arts are being 'squeezed out' in favour of more 'academic' subjects. In contrast, children in Steiner schools experience less directive instruction in drawing, but experience an education where the arts and creativity are highly valued. However, little is known about the home drawing experiences of these pupils and the views of their teachers. This thesis aimed to identify similarities and differences in the drawing abilities and styles of pupils and the drawing attitudes and practices of the pupils, their parents and teachers. In study one expressive, representational and free drawings of 180 pupils (age 6 to 16 years old) were assessed for ability, style and creative intention. In study two 180 pupils, their teachers and parents were surveyed about attitudes and practices relevant to children's drawing experiences. Steiner pupils were found to have superior representational drawing ability but no consistent between-school differences were found in expressive drawing ability. Stylistic difference were evident in the free drawing. Drawing attitudes and practices of children were generally positive and few between-school differences identified. Parents and teachers associated with the Steiner schools tended to value drawing more highly, were more aware of the wider benefits of children engaging in art. However, National Curriculum teachers and parents tended to be more involved with children's drawing experiences. The studies presented in this thesis represent ground breaking research comparing drawing ability, and the art attitudes and practices that shape children's artistic experience in their respective Steiner and National Curriculum schools as well as their homes. More similarities were identified than anticipated. This suggests that school and home drawing environments may be less influential than previously thought. Alternatively, there might be fewer differences between the school types than the curricula suggest. Consequently, future research should consider the artistry of teachers and parents and observational data of classroom art lessons and home drawing experiences.
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Faisal, Nouf. "Impact of technology on developing drawing skills in pre-school children in Saudi Arabia." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526902.
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The purpose of this thesis is to investigate the development of children's drawing skills through the use of technology. The research involved five children two girls and three boys, ages three to five years in a preschool center located in Jeddah, Saudi Arabia. Specifically, the researcher observed and analyzed the response of the selected children to the use of tablet-based programs in the development of their drawing skills. The result showed that boys between three to four were more interactive with drawing on the iPad than girls. This result will be helpful for teachers and technology specialists to understand how to optimize technology to support early childhood artistic efforts.
The first chapter of this thesis is an introduction and holds the purpose of the study. The second chapter is a review of literature. Chapter three is the methodology. And in chapter four, findings and results are discussed. Chapter five is the conclusion and recommendations for further study.
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Lee, Hwakyoung Joanna. "Analysis of the relationship between pre-kindergarten children's drawing and language." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/419.
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Young children begin to draw spontaneously, and their drawings develop in complexity and skill as they become older. Previously, children's drawings have been utilized to assess aspects of emotional and cognitive development. On the other hand, very few studies have used children's drawings as a tool for understanding their language development. The purpose of this study was to examine the potential for using drawing as an assessment tool for language skill. Therefore, this study explored the relationship between pre-kindergarten children's drawing and language development and stability of this relationship over time. This study also examined whether children's English-language status influenced the drawing-language relationship. The study's subjects were 34 children who attended a pre-kindergarten program in a local elementary school located in a Mid-Western university town. These children participated in take-home reading and drawing activities once a week for one school year. Children's drawings that were completed after reading storybooks with their parents served as data documenting their drawing skills. Classroom teachers' observations of the children's language use were recorded on the Work Sampling System's developmental checklists, and this served as data to document their language skills. A hierarchical regression analysis revealed that children's drawing skill was a significant predictor to their language skill and explained 10% of the variance in language scores. This finding was consistent at both the beginning and end of the school year. Children's English-language status did not make a statistically significant difference in the predictive relationship of drawing for their language skills. Therefore, this study concluded that children's drawings can be used as a supplementary assessment tool to provide information about children's language skills, regardless of their primary language. However, more than half of the language variance was not identified from this study; this is an area for further investigation.
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Pretorius, Leana. "A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52959.
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Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced which led to extensive research being conducted into the natural patterns of development and self-expression. Realistic drawing was perceived as rigid and as stifling creativity (Holt, 1979). Drawing forms the basic skill for the subject Visual Arts, yet middle childhood learners often lack the skill to draw realistically. This defined the research questions for this inquiry: How do observation drawing techniques, as an intervention, affect the drawing competence of middle childhood learners? How can the findings of the afore-mentioned question serve to inform a methodological framework for observation drawing? Edwards (1982) cognitive shift model which hypothesises that drawing performance can be enhanced by inhibiting left brain involvement in the task was used as the conceptual framework for this study.
This study was qualitative in nature and placed within arts-based research design, which involves the use of visuals as data. To stimulate the study, Piaget s cognitive development theory was used as theoretical framework. The framework was grounded in constructivism and valued student learning.
The study took place in a South African classroom. Participants in this study were 13 middle childhood learners who believed that they had no talent for art. The participants completed a pre-intervention questionnaire involving two unmediated drawings which were evaluated according to the theory of drawing development stages, hypothesised by Sully in 1885. Observation drawing techniques were administered as intervention during five studio drawing sessions. The main findings justified Edwards claim that nearly anyone can learn to draw using these techniques. Comparing the before and after drawings, the results suggested that observation drawing techniques facilitated learning to draw as all the participants improved noticeably. The findings informed a drawing methodology which serves the need for direct instruction in drawing and perceptual skills to empower Visual Arts learners with artistic and visual literacy.Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Fava, Michelle. "Understanding drawing : a cognitive account of observational process." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16404.
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This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.
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Bartlett, Keith Ean. "Field sketching in the geography curriculum : a study of cognitive and developmental aspects of a key geographical skill." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241787.
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Triyono, Moch Bruri, Thomas Köhler, and Lilis Trianingsih. "Technical working skills of vocational high school students at the interface between digital workplaces and school. An empirical study about construction engineering drawings in Indonesia." TUDpress, 2018. https://tud.qucosa.de/id/qucosa%3A33835.
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Recent studies report about the need for and difficulties in measuring technical working skills among vocational high school students worldwide (Mabed & Köhler, 2018). Often the discussion is linked to the question of skills versus competencies, not only in the context of new digitized forms of measurement. Furthermore, a growing number of completely new or updated measurement procedures is about to reach the TVET sector in the context of the digitization of TEL (Köhler & Drummer, 2018; Hariyanto & Köhler, 2017). This study aimed at investigating the differences of the technical skills of vocational high school students majoring in construction drawings engineering in industrial working practices. As an empirical approach for their evaluation study authors used a discrepancy evaluation model. The population of this study consisted of 195 students in Yogyakarta and Sleman, Indonesia. A proportional random sampling was used to select 124 students from the population with both, the industrial work and the students becoming the sources of the information. The data analysis process was done using descriptive analysis and Wilcoxon matched pairs test analysis to describe and find the gap/discrepancy of students’ technical skills based on the predetermined standard.
The results of the study show that the technical skills of vocational high school students in their industrial working practices are categorized as good with a low discrepancy based on the industrial assessment, and even better based on the students’ self-assessment. Yet there is a significant difference of technical skills among the vocational high school students in their industrial working practices based on the industrial work and students’ assessment with a significant value of 0.000 < 0,05.
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Renhe, Shi, and 石仁和. "A Study of Career and employability skills Development for Mechanical Drawing Workers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66404897755056781922.
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碩士中州技術學院
工程技術研究所
98
Abstract This thesis focuses on the mechanical drawing teachers’ expectance about the students’ knowledge and ability for their future career. The result of the thesis will be used as a processing strategy and a recommendation for vocational schools’ course development. We adapt the questionnaire methodology to gather the data. In this thesis, a 61-item questionnaire named “a study of career and employability skills development for mechanical drawing workers” was used and the collected data was analyzed by SPSS version 12, a statistic analyzing software. The teachers of 35 vocational schools, whose specialty is mechanical drawing, are recruited in this study and completed the questionnaire. Document analysis is the method to find out the educating goals of the departments of mechanical drawing of 35 vocational schools, and consequently, there are 20 goals in mechanical drawing training process. Among the goals, most teachers recommend “the skills of using drafting instrument and computer” (32 schools). Then, the teachers support that “to teach drawing, reading and basic designing knowledge” (31 schools) is the second important element. Furthermore, the follow-up options are “promoting a higher school” (16 schools) and “good working habits” (14 schools). This study processes seven dimensions of mechanical drawing workers’ career and employability skills: “general career ability,” “computer skills,” “basic orthographic projection ability,” “dimensioning and cognitive processing,” “working drawing,” “solid modeling skills” and “related drawing skills”. The study obtains some conclusions as following: 1.The teachers are more inclined to “non-professional capacity” in the general career ability, and the most important requirements are a positive and responsible attitude, learning willingness and plasticity, and compressive stability and strength. 2.There is no significant difference between different genders, ages, and majors in high school of subjects with the view of the importance for the six dimensions of mechanical drawing workers’ career and employability skills. However, there is a significant difference for the ability of “dimensioning and cognitive processing” between senior teachers who have been teaching for more than 26 years and the ones less than 5 years. 3.There are significant level among the seven career and employability dimensions. Among them, “working drawing,” “basic orthographic projection ability,” and “dimensioning and cognitive processing ability” are highly positive related. Nevertheless, “general career ability” and “related drawing skills” are lowly positive related.
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Mitchell, Julie W. "The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills." 2014. http://scholarworks.gsu.edu/art_design_theses/166.
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This thesis presents a visual art curriculum designed to address specific developmental stages and desires of creative and cognitive growth of art students in grades six and seven over the duration of a nine-week session in a public middle school. It is intended as an instructional resource for middle school visual arts teaching practitioners to guide their sixth and seventh grade students to develop greater proficiency towards the mastery of drawing skills with activities that promote those skills at the time when many learners often express great interest in learning to draw more realistically. The study and practice of drawing allows invaluable opportunity for students to learn to analyze, sustain focus and concentration, compare and contrast, observe closely, expand upon ideas in a creative manor, and utilize the combined efforts of our two most powerful human tools; our minds and our hands.
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Sheridan, Susan Rich. "Drawing/Writing: A brain research-based writing program designed to develop descriptive, analytical and inferential thinking skills at the elementary school level." 1990. https://scholarworks.umass.edu/dissertations/AAI9022744.
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The research and the study focus on the problem of dissociated learning. Why do students fail to connect with knowledge? The purposes of the study are: to summarize research pertaining to brain growth; to describe educational approaches and tactics consistent with this research; to test a brain research-based program designed to connect children to knowledge. The study rests on two research-based assumptions: strategies that connect dysfunctional or developmentally delayed students with thinking and learning will connect children in general with thinking and learning; educational activities integrating spatial information processing with linguistic processing will develop thinking skills more effectively than programs that do not. The apparent reason for the success of a spatial/linguistic program is that cross-modal activities mirror, or model, the integrated processes of the brain, impacting attention, emotion and logical operations. Increasing numbers of students fail to connect with writing. Many of these students can draw. Can drawing be used to connect these students to writing as thinking? The hypothesis is that a cross-modal activity combining drawing (a spatial activity) with writing (a linguistic activity) will develop descriptive, analytical and inferential thinking skills more effectively than a writing program that does not. The study targets children who receive special services, including those with language- and attention-related problems. To test the hypothesis, a quasi-experimental/control study was designed, involving 200 students in grades K, 3, 4, 5 and 6 in intact classrooms in two elementary schools. Approximately 2,000 pieces of data revealed a significant effect for the treatment, Drawing/Writing, on writing and thinking skills in the experimental group, including students who receive special services. The conclusions of the research are that brain research has relevance for education and that cross-modal activities provide antidotes to dissociated learning. The conclusion of the study is that, as a writing program, Drawing/Writing has broad usefulness and appeal.
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SIMON, MARTIN A. "AN EXTERNAL CONTROL STUDY OF DIAGRAM DRAWING SKILLS FOR THE SOLUTION OF ALGEBRA WORD PROBLEMS BY NOVICE PROBLEM-SOLVERS (FIGURES, HEURISTICS, SPATIAL REPRESENTATIONS, METACOGNITION)." 1986. https://scholarworks.umass.edu/dissertations/AAI8701220.
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Diagram drawing is generally accepted as an important heuristic strategy for solving mathematical problems. However, novice problem solvers do not frequently choose to use this strategy. Further, when asked to draw a diagram, their attempts often do not result in a useful representation of the problem. The exploratory study, which used individual interviews with remedial mathematics students at the University of Massachusetts, identified five factors that influence whether a diagram is used and whether its use is successful: (1) Understanding of the mathematics involved in the problem and of basic arithmetic concepts (i.e. fractions, ratio); (2) Diagram drawing skills and experience; (3) Conceptions of mathematics; (4) Self-concept in mathematics; (5) Motivation to solve the problem correctly. The interviews also generated a set of diagram drawing subskills. The main study focused on factor two. It attempted to experimentally verify the importance of the subskills identified in the exploratory study. The list of subskills was translated into a series of external control suggestions for guiding the subjects' work during individual interviews. Subjects were precalculus students at the University of Massachusetts. These suggestions were provided by the experimenter as appropriate. Subjects who received these suggestions drew significantly higher quality diagrams than did subjects in the control group. The enhanced quality was particularly apparent in the area of completeness of the diagram. In addition, the study indicated several important metacognitive skills necessary for successful diagram drawing as well as a number of specific difficulties encountered by the subjects.
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何建霖. "Industrial education track students who win competitions of performing arts research procedures of learning skills and teachers teaching strategies:a case study of mechanical engineering drawing and design CAD." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/98702140445306837349.
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碩士國立彰化師範大學
工業教育與技術學系
97
This research study aims at exploring the Skill Learning Developments of Industrial Education Track Student Winners of Industrial Technology Arts Competitions and their Teachers’ Instructional Strategies, focusing on the subject area in relation to “Computer Assisted Mechanical Drawing” and Industrial Technology Arts Competitions. The researcher employs a qualitative research method by interviewing ten teachers and their students in a purpose of understanding the teachers’ instructional strategies as well as aspects of the students’ skill learning outcomes. The results and main findings of this study are as follows: 1. Elements that influence skill learning outcomes include instructional strategies as well as internal and external factors. 2. Students who participate in the competitions share the following personal traits, including activeness, self-motivation, a sense of responsibility, dedication to time, a stable emotional state, endurance against pressure, problem-solving abilities, and a high standard of spatial and drawing skills. 3. The four types of teachers’ instructional strategies in this study are demonstration, practice, presentation, and design. 4. A typical process of learning development shared by the competition winners involves thinking and exploration, repetitive practice, finding and solving problems, and innovative integration of instructional strategies and assessments.
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Sochorová, Denisa. "Psychomotorické hry jako prostředek rozvoje grafomotoriky u dětí předškolního věku." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437808.
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Title: Psychomotor games as a mean of graphomotorics development in preschool children Objectives: The aim of this master thesis is to evaluate the level of graphomotor skills in kindergarten for preschool children and also evaluate the effect of psychomotor exercises and games on preschool children. . Methods: This is a quasi-experiment, which works with a targeted selection of a group of probands,children from a specific kindergarten. Twelve children were selected and dividend into research and kontrol group. Both groups included six probands, four boys and two girls.The level of graphomotor skills was tested by using the figure drawing test and tests from the MABC-2 battery. At the same time, it is a qualitative research, where the quality of execution of individual tasks and the hygiene of writing is monitored on the basis of non-standardized observation. Results: The results of the final testing showed an improvement in the control group of children in whom no psychomotor games were applied. Both groups had better final results in figure drawing test and in fine motor skills tests from the MABC- 2 battery. Keywords: psychomotor activities, children draw, preschool age, graphomotorics skills, figure drawing, fine motor skills
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Wu, Ming-Shiou, and 吳明修. "The Influence of Skill Test Performance on Skill Learning in the Drawing Departments’Students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/20628928682275920787.
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碩士國立高雄師範大學
工業科技教育學系
92
The purpose of this study was to investigate the influence of students’learning skill performance after test of drawing skill in vocational high schools and comprehensive high schools. This study adapted the literature reviewing and survey method. Ques-tionnaire was developed by researcher. The target population consisted of eight different vocational and comprehensive high schools students of Tainan region. A proportional sample of 1760 students had drawn from target population. Some major conclusions were described as follows: 1. Most teachers and administrative departments in school keep positive attitudes toward the skill test for students, which was certainly helpful to develop the distinguishing characteristics of the vocational education. 2.During the skill learning, students generally had passive attitude, so the teachers had to urge and encourage them. In addition, teachers needed to pay more attention to the individual difference between the students. 3.During the skill training, most students were not able to finish the tasks in time, so the teachers had to be careful of the task arrangements for them and avoid harming their self-confidence. 4.Avoid students’wrong recognition resulted from the con-venience of the computer-aided drawing which would make them ignore many basic trainings for drawing technique. According to the research consequence, the drawing skill test was the most directly and effectivly method to examine stu-dents’skill learning and teachers’teaching. Therefore, no matter students or teachers have to face up to it positively.
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FENG, Hongda, and 封宏達. "A New Design Process Integrating CAD and Conventional Drawing Skill for Car Styling." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/rfma83.
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碩士國立臺北科技大學
創新設計研究所
101
In this study, the author has reviewed the significance of car styling, the tools used in the car styling and the development of car styling process. It is pointed out that the digitization of car styling process is an inevitable trend. At present, some of the proposed digital processes or techniques for car styling owing the same disadvantage that they have sacrificed designers’ intuition in design process and broken designer''s thinking habit. As a result, designers cannot begin their work in practice with these methods. Tape drawing is a drawing skill using curve tape. It let designers render and modify a car in the full size easily and it is quite an important and ideal tool in car styling. After reviewing the related technology of CAD, including definitions and requirements of the and Class-A surfaces as well as the characteristics of B-spline curve, a new design process integrating CAD and conventional drawing skill for car styling is proposed. By using advantage of tape drawing, it help designers to exert their creativity and modify the digital model with it, instead of using the mouse and keyboard whose interface are not intuitive. The physical tape drawing is digitalized through CAD technology, in order to realize the design mode of modifying the digital model with physical tape drawing. In the end, the reasonable parameters are determined through running the algorithm and an empirical case has been did to prove the feasibility of this process.
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Dousková, Eliška. "Připravenost dětí v oblasti grafomotoriky na vstup do základní školy." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-313599.
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There are currently increasingly debated issues of entering the schooling, especially in the terms of levels of preparedness to enter the first grade and the school's requirements on the first- graders. This is due to a large number of often complex changes which the entrance into the first grade means for the children and their families. It is the best for the first-graders do all these changes without undue frustration, it is necessary that their physical, mental and neural development and readiness were on sufficient level. Because of extensiveness of this topic, only the part of it was selected for this thesis, as its name says: The level of graphomotor skills of preschool children before entering elementary school. The area of graphomotor skills is presented in the context of writing skills throughout this thesis. The legislative definition of compulsory school attendance and the issue of writing as an essential part of literacy is covered within the theoretical part. The topic of entry into the first grade and the school preparedness of children are explained. The area of graphomotor skills in the terms of the development, in the terms of relation to the coarse and fine motor skills, laterality and external conditions which affect graphomotor skills is covered in detail. The significance...
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Page, Mariana. "Analogue drawing based on gestalt theory as coping skill for a self-injuring adolescent girl: a case study." Thesis, 2010. http://hdl.handle.net/10500/4763.
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This research intended to explore and describe a self-injuring adolescent girl‘s experiences of using graphic symbolic analogue drawings as an alternative coping skill for emotional expression and a creative adjustment with regard to her problems. This study investigated concepts/themes from literature, regarding the phenomenon of self-injuring in adolescents; and explored theoretical aspects of the use of art/analogue drawing as part of a Gestalt therapeutic process. Data was collected by means of semi-structured interviews before and after the therapeutic drawing interventions, by observation and feedback from the participant. Data was analysed and interpreted against the background of the participant‘s problems, focusing on themes described in literature and experiential moments of awareness/reframing. Conclusions and recommendations are made; indicating shortcomings as well. This research may contribute to the knowledge base with regard to drawing techniques as alternative therapeutic intervention and also the value thereof for finding of immediate emotional release for patients.Hierdie navorsing het beoog om ‗n selfbeserende adolessente meisie se ervaring van die gebruik van grafiese, simboliese analogiese-tekeninge as hanteringsvaardigheid vir uitdrukking van emosionele probleme en alternatiewe kreatiewe aanpassingstegniek te ondersoek en te beskryf. Die studie het konsepte/temas oor die fenomeen van selfbeserende gedrag by adolessente in die literatuur; asook teoretiese aspekte in die gebruik van kuns/analogiese-tekeninge as deel van ‗n Gestaltterapeutiese proses ondersoek. Data is versamel by wyse van semi-gestruktureerde onderhoude voor en na die tekenintervensies, deur observasies en ook terugvoer vanaf die deelnemer. Data is geanaliseer en geïnterpreteer teen die agtergrond van die deelnemer se persoonlike probleme met die fokus op temas in die literatuur en momente van eksperiële bewuswording en herformulering. Gevolgtrekkinge en aanbevelings is gemaak; insluitend tekortkominge in die studie. Die navorsing mag bydra tot die bestaande kennisbasis met betrekking tot teken-tegnieke as alternatiewe intervensies en ook die waarde daarvan vir onmiddellike emosionele verligting vir pasiënte.
Social Science
M. Diac. (Play Therapy)
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Mearns, Stephanie. "The social development of the home educated learner in the primary school phase." Diss., 2001. http://hdl.handle.net/10500/769.
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The purpose of this research study was to investigate the need parents who are home schooling may have for knowledge and assistance to enhance the social development of their children. Findings from an initial investigation into the literature indicated that peer relations and extra-curricular activities may provide opportunities for socialization in children. Informal rating scales measuring social developmental trends and relationships with others were used to obtain data from parents and children regarding the social development of the children. Furthermore, data were obtained during focus group and individual interviews, from questionnaires and children's drawings. Results from the literature study and empirical investigation resulted in a body of knowledge that would assist home schooling parents to provide opportunities for the adequate social development of their children. It can be concluded that home schooled children would find interaction with peers and participation in extra-curricular activities beneficial for their social development.Educational Studies
M.Ed. (Guidance and Counselling)
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Hsu, Pei-Ling, and 徐珮玲. "A Study of Observational Drawing Improving the Skill of Portraying Objects in Narrative Writing of Middle-Grade Elementary Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09536058797712774788.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
99
The purpose of this study is to investigate how observational drawing can improve the skill of portraying objects in narrative writing of middle-grade elementary students. This study primarily employs action research and second with single-factor quasi-experimental research. We do experimental teaching activities three times on fourth grade students of one selected Taichung city elementary school students, with different subjects which are still lifes, plants, and animals, and practice pre-experiment writing evaluation and after-experiment writing evaluation for pairing T-tests, to understand the change of “width” of their writing skills. We select two students each from high level, median level, and low level as our primary research subjects, to analyze their writing context, and to understand the changes of “depth” of their writing skills. At the same time thru classroom observations, writing surveys, and interview records, we attempt to realize the problems and difficulties students may encounter in their writing, and we too respond with solutions. The findings of this study are as following: 1. Observational drawing can largely increase words written in subjects’ writings, and improve their detail describing skills, and extend their expression of emotions. For the low-achieving subjects, the improvement is dramatically obvious and their writing score receive the highest gains. 2. Observational drawing can trigger better subjects’ interests in writings, develop better confidence in their own writing, and allow students to enjoy sharing their writings with peers. The better interactions in classroom, between teacher-student relations and peer relations, are achieved and the positive effects are observed in their writing attitude. 3. Observational drawing can strengthen the understandings and expressions in regards to the writing topic, can help them find more materials and thoughts for their writings, can help them improve their accuracy in detail describing, can refine their relations and emotions between described objects and themselves. Overall, this approach gainfully improves and assists students’ writings. 4. Observational drawing can be effectively understood and practiced because this method can be translated into a series of easy teaching steps. The steps are: to create observational situation, to practice observational teaching, to exercise observational drawing, to share observational result, and to produce writings in words. This study, based upon the stated findings above, provides some advices for future teachings and researches. These advices will assist observational drawings to be more accessible in teaching situations, and hopefully these advices can be foundations of more advanced researches in the future.
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Huang, Chien-Chao, and 黃建超. "Develop and Evaluate the Computer-Aided Mechanical Drawing Online Tutorial System－An Example of Assisting Students Passing the Skill Certification." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/r3duf3.
Full textAbstract:
碩士國立臺東大學
教育研究所
95
The purpose of this study is to establish an "e-Drawing Online Teaching System" through five processes - analysis, design, development, conducting and evaluation. In terms of the "Class C skill Certification on the computer-aided mechanical drawing" of National Technician Certification, this meta-material is to develop an online aided-instructional system to enhance the conceptual knowledge of mechanical graphics. In addition, the accumulation of the students’ learning experiences can be managed and shared with students of different years or regions. Thus, optimal solutions can be attained. This study adopted the literature review and questionnaire survey. The literature review is the theory basis of study subject to establish "e-Drawing online instructional system." Subsequently, surveys - e-Drawing online learning questionnaire, and e-Drawing online instructional system evaluation form, along with expert interviews were conducted. The subjects are the sophomores in the Computer Graphics Department at Kung-Tung Technical Senior High School. On the one hand, the population, thirty-four subjects was surveyed through "e-Drawing online learning questionnaire form" after six months of learning via this system, and thirty-two effective questionnaires were collected. On the other hand, ten experts and teachers, who are certified teachnician in computer graphics, were interviewed through "e-Drawing online instructional system evaluation form," and all of forms were collected. According to the study conclusion, the students, experts and teachers are highly satisfied with the "e-Drawing online instructional system." In addition, ninety-four percent of the study subjects passed the skill Certification class C of National Technician Certification in 2006. According to the study, this system can effectively assist students in learning and problem-solving, and support faculty members in the instruction and skill counseling process.
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Liao, Te-Chao, and 廖德昭. "A Study on the Implementation of the Computer Aided Drawing (CAD) Programs as Second Professional Skill Education in Senior Vocational High Schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/08989357931869155464.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
93
The purpose of this study was to explore the graduated learners of the Second Professional Skill Education (SPSE)—the Computer Aided Drawing (CAD) Class in the vocational senior school continuing education. This study discussed the graduated learners’ learning motivations and probed into their satisfaction about the teachers, the school equipments, the teachers’ teaching materials or methods and the coordination of the school administration. Then the study estimated the self-evaluation tests of the graduated learners and did research on the employment situations of the graduated learners in the Northern, Central and Southern parts of Taiwan. Since the unemployment rate in our country was high, the graduated learners kept switching to another line of business or work. This study would point out the relationship of the graduated learners’ job markets and our country’s economical situations. Finally, based on the research findings, this study proposed some concrete suggestions to some related authorities as references. The research methods included the questionnaire-survey and interview methods based on the determined samplings. Questionnaires were distributed to 838 graduated learners of the four representative public vocational senior high schools in the Northern, Central, and Southern parts of the country. The retrieval questionnaires were 443 copies. The retrieval rate was 52.86%. The valid questionnaires were 420 copies. The effectiveness rate was 94.81%. Combining with the data of the individual interviews, this study used the statistical methods to analyze the data. According to the analyzed results, this study concluded the research findings , proposed the conclusions and suggestions. The major findings of this study are as follows: 1.Generally speaking, the learning satisfaction of the graduated learners’ is quite high, particularly about the professional skills of the teachers. 2.The learning motivations of the graduated learners are to advance their employment knowledge and skills as well as to make use of their leisure time. 3.The graduated learners’ satisfaction about the self-evaluation of their learning effectiveness and behavioral changes is quite high. They think taking the SPSE — the CAD Class can enrich their knowledge and professional skills, which are beneficial for their prospective job markets. 4.Lacking for the appropriate working opportunities and suitable media is the major factor for the graduated learners to practice their learning and skills after graduation. 5.The main reason for the graduated learners to take the SPSE — the CAD Class is that they think these courses meet the needs of the job markets and their individual interests. 6.There are no significant discrepancies among the graduated learners’ switching business in the Northern, Central, and Southern parts of Taiwan. But those who took the related drafting courses are more satisfied with their learning than those who never took the related drafting courses.
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江各明. "The Learning Effectiveness Analysis of Moodle as the E-Learning Platform On Blended Learning—Exemplified by C Class Computer Assisted Mechanical Drawing Skill-Test." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50422528299162520006.
Full textAbstract:
碩士國立彰化師範大學
資訊工程學系
99
The fast development of information technology leads to the developing Electrical-Learning education mode, which makes impacts on traditional education modes. As a course teacher, who is the traditional mode of educator, needs to apply technical products in his teachings, since providing a new teaching mode is critical to enhance students’ learning interests and performances. In this study, A Modular Object-Oriented Dynamic Learning Environment （MOODLE）with open source code is considered as a Web based E-learning platform for running the prepared digital courses. Besides, there two teaching strategies, digital and blended learning modes, are conducted to examine the learning effectiveness of "C Class Computer Assisted Mechanical Drawing Skill-Test" for the students in the mechanical department of senior vocation high school. Furthermore, there is an attempt to realize whether the learning effectiveness is enhanced by blended learning mode under the digital learning environment. And the revealed results could be referred to the teaching activity or digital learning courses under the digital learning environment. In the digital learning environment, the effect of mixed teaching mode on learning score, learning satisfaction and learning attitude, was studied. There 3 observed items are shown below: 1.In the learning score: There was a significant difference between blended and digital learning modes. And the students educated in blended learning mode perform in higher learning scores. 2.In the learning satisfaction: There was a significant difference between blended and digital learning modes. And the students educated in blended learning mode demonstrate in higher learning satisfaction. 3.In the learning attitude: There was not significant difference between blended and digital learning modes.
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Ng, D. K. E. "Thinking, small group interactions, and interdisciplinary project work." 2008. http://repository.unimelb.edu.au/10187/3519.
Full textAbstract:
Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes.A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project.
The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.
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Yu, Hsiang-Cheng, and 尤祥圳. "A Study on the Motivation, Contestant Factors and Job Satisfaction for Teachers Training Skill Contestant in the Program of Computer Assisted Mechanical Drawing in Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84r69f.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
104
The aim of this research was to explore training skill contestant motivation , constraint factors, and job satisfaction for Teachers of Computer Assisted Mechanical Drawing in Vocational High Schools. The researcher chose 115 training teachers as participants, and distributed 119 questionnaires and received 115 valid samples, which accounts for 96% of the population.The data were analyzed through descriptive statistics, t-test, one-way ANOVA, Scheffe Method, Pearson’s Product-Mount Correlation. The major findings were stated as below: 1.Five dimensions in training motivation were “responsibility,” “self –growth,”achievement,” ”external expectation” and “interpersonal relation.” Among them, “responsibility” is the most important factor for teachers. 2.Four dimensions in training constraint factors were “administrative factors,” ”personal factors,””contestant factors,” and”equipment and finance factors.” Among them, “personal factors” is the most important factor for teachers. 3.Four dimensions in job satisfaction were “interpersonal relation,” “job,” “job salary,” “job environment. Among them, “job” is the most important factor for teachers. 4.There were significant negative relationships between job satisfaction and constraint factors. 5.There were significant positive relationships between job satisfaction and training motivation. 6.There were significant negative relationships between training motivation and constraint factors.