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Peer reviewedCasey, Heidi Van Ert; Wolf, Joan S. – Roeper Review, 1989
The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)
Descriptors: Art Education, Gifted, Instructional Effectiveness, Intermediate Grades
Peer reviewedHuertas, J. A.; Ochaita, E. – Journal of Visual Impairment and Blindness, 1992
Forty blind children and adolescents had to learn two unknown environments and then externalize the spatial representation via two methods--building a scale model and verbally estimating distances. High correlations were found between the two methods and between those methods and two systems of measuring mobility. (Author/JDD)
Descriptors: Adolescents, Blindness, Children, Cognitive Mapping
