Graphics Reference
In-Depth Information
like statesmen, and the modern like rhetoricians”
(2013, Poetics 1450b). Aesthetic pleasure is en-
tailed by cognitive activity, depends on it, though
it cannot be reduced to it, as it is “...an aesthetic
kind of cognitive activity consisting of mastering
the particular functioning of symbolic systems
and enacting certain relations between symbols
and what they stand for” (Pouivet, 2000, p. 53).
Computer art images have been considered
helpful in knowledge comprehension. To compre-
hend a structure, our brain compares information
contained in an image to something previously
learned and stored in memory. Information from
the past is grouped and organized there in a cog-
nitive structure. This allows for our perception,
which means that we may recognize images and
decipher them on a basis of our memory. When
drawing computer-generated graphics, one can
notice topological relations - qualitative char-
acteristics of arrangement. At the same time, by
grasping the quantitative character of the subject
one can make productive transformations. Ac-
cording to classical works led by the educational
psychologist Benjamin Bloom (1913-1999)
(1956) intellectual behavior in learning occurs in
the cognitive, affective and psychomotor domains,
with the levels of cognitive activity including
knowledge, comprehension, application, analysis,
synthesis, evaluation, induction and deduction.
This, in turn is conducive to creating an image
telling about personalities of individual people:
who they are, what they want to be, and what they
are expected to be. Resulting images may embody
an aesthetic factor (an image one has of him or
her or thinks other people have), a knowledge
component, a skill part, and a value element that
one would like to create.
See Table 2 for Your Visual Response.
Table 2.
Your Visual Response: Organizing Actions
Select and present some activities you like and consider important, and then and your skills of bringing them about. Choose themes related
to your work or interests. Put them into meaningful relationship.
For this project, you may prefer to write a short computer program or make a concept map in the form of a sketch. Your program or the
concept map will show a hierarchical set of your preferences and their justification.
Now make this short project as a fast, inspiring interaction between your concepts and the visual references. Transform your preferred
activities into pictures that would not only record what you have selected but also show the meaning resulting from this presentation, which
is important for you.
