Foundational categories of visual language and spatial perception: A didacticintervention mediated by the line and the point in General Basic Education
DOI:
https://doi.org/10.5281/zenodo.18506630Keywords:
Art education, manual practice, point and line, spatial perception, visual language, PSVTAbstract
The development of spatial perception in General Basic Education faces the challenge of "hyper-bidimensionality" derived from passive screen consumption, which limits the understanding of depth and volume. This research analyzes the impact of a didactic
strategy focused on manual experimentation with the point and the line as foundational categories of visual language, recovering the artistic workshop as a space for cognition. The objective was to determine how the plastic manipulation of these elements, through graphic and sculptural techniques, strengthens the transition from flat to three-dimensional representation in middle school students, complemented by a transversal qualitative analysis of productions from the initial level. Methodologically, a quantitative pre-experimental design with pretest and posttest was applied to a sample of 42 middle school students, using an adaptation of the Purdue Spatial Visualization Test (PSVT) validated for the context (Aiken's V > 0.89), along with a documentary review of artistic works from different levels. Statistical results revealed significant differences (p < 0.001, d = 2.15) in favor of the manual intervention, while the qualitative analysis showed a complex progression in spatial representation. It is concluded that the return to tangible artistic practice revitalizes the teaching of visual fundamentals, significantly enhancing spatial intelligence through haptic and motor experience throughout schooling
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