Summary of Perception-Delineation III
 
Point I:
Point II:
Point III: 
Point IV:
Point V: 
Point VI: 
Readiness of Individual Students
Psychocultural Classroom Environment
Visual-Physical Learning Environment
Information Handling
Delineating and Responding to Art
Feedback
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Point I: Readiness of Individual Students
Individual Differences in Modes of Knowing
- cognating
- perceptualizing
- conceptualizing
- manipulating
- transacting
- image making
- verbalizing
- affecting
- communicating

Differences in Cognitive Styles
- analytical-global
- reflective-impulsive
- field dependent-independent
- visual-conceptual memory

Creative Aptitudes
- fluency
- flexibility
- originality
- playfulness
-independence
- openness to perceptions
- intuitive
- feeling

Cultural Effects on Abilities
- kinds of I-spaces and shared spaces experienced
cultural values toward change, affect and emotion, art styles
- concepts of what is art
- preferences for order and variety
- preferences for amount of visual detail
- preferences for kinds of space
- preferences for different design elements

Art Development
- drawing dependence on spatial realities or constancies
- intuitive of analytic modes in using proximity, similarity, closure, figure and ground, environment

Point II: Psychocultural Classroom Environment

between:
 - teacher-students
 - students-students
 - home culture-school culture
 - positions in culture change

Point III: Visual-Physical Learning Environment

- cultural meaning of spaces and objects
- individual and group spaces
- order and variety
- physical conditions

Point IV: Information Handling

in terms of individual:
 - readiness
 - psychocultural environment
 - the visual-physical environment
 - acceptance of new information

Point V: Delineating and Responding to Art

translating percepts and concpts into communicable visual images and symbols:
  - giving form to design 
  - creating affect
  - choosing appropriate tools and materials
  - expressing responses to art
  - evaluating environments
  - critiquing art

Point VI: Feedback

  - of student development
  - of teaching effectiveness
  - assessing chages in readiness

 
 
 

McFee's Point I: A child readiness