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Visual‐Spatial Art and Design Literacy as a Prelude to Aesthetic Growth
Author(s) -
Lerner Fern
Publication year - 2018
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/jade.12110
Subject(s) - perception , problem of universals , visual arts education , cognitive science , visual perception , psychology , visual literacy , literacy , cognition , aesthetics , epistemology , sociology , visual arts , mathematics education , the arts , pedagogy , art , philosophy , neuroscience
In bridging ideas from the forum of visual‐spatial learning with those of art and design learning, inspiration is taken from Piaget who explained that the evolution of spatial cognition occurs through perception, as well as through thought and imagination. Insights are embraced from interdisciplinary educational theorists, intertwining and dividing their contributions along Piaget's lines into three interrelated aspects: perceptual, intellectual, and imaginative. In the quest for early literacy, the perception and ordering of universals of form, the formation and wielding of internal intellectual constructs, and the construction of metaphorical and imaginative ideas and creations are all involved in aesthetic growth. With further understanding, the arena of visual‐spatial learning as enhanced by art and design learning, may find more inclusion in general education.