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dc.contributor.authorMcAuley, Mike
dc.date.accessioned2019-02-04T22:55:38Z
dc.date.available2019-02-04T22:55:38Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10072/382317
dc.description.abstractIllustration can be described as the clarification of information into a pictorial form. Its most significant generative source is the written word. Thus we see a crossover of domains, from the verbal to the visual. What takes place when written text is interpreted into a visual form? What perspectives do design students have on this? What is their understanding? From an educator's perspective, can changes to the delivery of a design problem given to a group of novice students affect the quality of outcome? Specifically, can extra emphasis on text comprehension strategies and the formal inclusion of analogical reasoning enhance student's design processes and lead to better design solutions? These questions were the basis for a pilot study carried out into the approaches tertiary students took towards the interpretation of written text into illustrations.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherMurdoch Universityen_US
dc.publisher.placePerth, Western Australiaen_US
dc.relation.ispartofconferencenameThe Reflective Practitioneren_US
dc.relation.ispartofconferencetitleThe Reflective Practitioner: Teaching and Learning Forum 2005en_US
dc.relation.ispartoflocationMurdoch Universityen_US
dc.subject.fieldofresearchLiterary Studies not elsewhere classifieden_US
dc.subject.fieldofresearchcode200599en_US
dc.titleWritten text into visual text: An investigation into novice design students' approaches to text interpretationen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
dc.description.versionPublisheden_US
gro.rights.copyright© 2005 Mike McAuley. The author assigns to the TL Forum and not for profit educational institutions a non-exclusive licence to reproduce this article for personal use or for institutional teaching and learning purposes, in any format (including website mirrors), provided that the article is used and cited in accordance with the usual academic conventions.en_US
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