Graphics Reference
In-Depth Information
at all, for example, into the art of pure geometry.
Thus, we can organize our knowledge, perceive
relationships, select only irreducible properties,
and use only what we need. Artwork that does
not imitate natural forms in recognizable way is
called non-objective or non-representational art.
Going from concrete to abstract can be also seen
in the realm of art. Highly abstracted drawings,
which are not representational and thus have their
representational power reduced, become symbols
(they become word-like). Due to abstraction,
we enhance those features that best identify it,
and suppress those features that are not crucial
to comprehending it. Symbolic drawings may
convey messages about universal forces of which
we are not always conscious. The intention of
many modern paintings is not to render the natu-
ralistic image of natural world but to bridge the
distance between object and spectator; the value
of such art is in its impact. Symbolic drawings
may convey messages about universal forces of
which we are not always conscious. Abstract art
and non-representational art often uses symbols
and symbolic drawings and thus convey messages
about universal forces.
Graphic drawings provide many ways to view
an idea. We can mentally combine geometric
forms as a visual means to present abstract con-
cepts and make discoveries. Graphic images may
be concrete, when they show physical reality,
or they may be abstract. Concrete graphic lan-
guages may include several kinds of perspective
projection. An orthographic projection shows a
three-dimensional object in two dimensions using
parallel lines to project the shape of this object on
a plane at the right angles. Oblique projection is
a type of a parallel graphical projection; this time
parallel lines intersect the projection plane at the
oblique angles. An isometric projection shows
a three dimensional object in two-dimensional
technical and engineering drawings applying the
same foreshortenings of the three coordinate axes
at 120
0
angles. Concrete graphic languages may
also utilize working models for engineering simu-
lations (that may involve software products), and
also digital mockups that present products in 3D.
Examples of abstract graphic languages may
include charts (bar chart, pie chart, organization
chart, flow chart, etc.), graphs, diagrams, link-
node diagrams, schematics, or pattern languages
that group symbols into logical relationships.
Thus, the photography of a desk lamp or a car is
a concrete representation, while an electric circuit
or a blueprint are the abstract ones. Developing
abstract thinking abilities is an essential issue in
science education. Teaching abstract concepts,
for example in science, increases cognitive load
and causes many communication problems. Ac-
cording to Howard Gardner (1993/2011, p. 204),
Napoleon held that individuals who think only
in relation to concrete mental pictures are unfit
to command. Chess masters think in relation to
gestalt-like, abstract pattern-like sensory image,
with a formless vision of the positions as lines of
forces (such as Queen going straight and diagonal,
and a Tower - straight only). The chess masters
seem to 'see' good moves due to their visuospatial
concept based perception. In chess players' think-
ing, visuospatial working memory is believed to
be the central processing system and the place
of advanced calculations. A fluency of thought
(time needed to generate one move) differs among
skilled and moderately skilled players.
Visual Reasoning, Aesthetic
Emotions, and Art
Visual reasoning, that helps to overcome difficul-
ties in comprehension of logical structures and
assist in analytical learning, is somehow akin to the
methods of simulation and visualization because it
makes easier to perceive complex systems. We can
witness how the progress in many disciplines, such
as graphic presentation of quantitative and quali-
tative information, structural analysis, semiotics,
computing, and also art inspired with generative
algorithms, cellular automata, emergent systems,
or the A-life systems, originates from the cognitive
