{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21854"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21854","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The influence of visual models and instructional methods on the development of students' graphic representations","abstract":"The purpose of this study was to investigate the graphic representational strategies of fifth grade students, and the instructional methods that demonstrated positive influence on those graphic representations. Direct modeling from visual models and the modeling of drawing behavior as an instructional method was investigated.","abstract_html":"The purpose of this study was to investigate the graphic representational strategies of fifth grade students, and the instructional methods that demonstrated positive influence on those graphic representations. Direct modeling from visual models and the modeling of drawing behavior as an instructional method was investigated.","abstract_has_math":false,"creators":["Langan, Jean Lynn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Hardiman, George W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:21:13Z","date_published":"2011-05-07T13:21:13Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Education, Art","Education, Elementary","Education, Curriculum and Instruction","Education, Philosophy of"],"languages":["eng"],"rights":["Copyright 1995 Langan, Jean Lynn"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543640","(UMI)AAI9543640"],"render_values":[{"text":"AAI9543640","href":null,"code":true},{"text":"(UMI)AAI9543640","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21854","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hardiman, George W."]},{"key":"dc:creator","label":"Author","values":["Langan, Jean Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:21:13Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Art","Education, Elementary","Education, Curriculum and Instruction","Education, Philosophy of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Langan, Jean Lynn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543640","(UMI)AAI9543640","http://hdl.handle.net/2142/21854"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to investigate the graphic representational strategies of fifth grade students, and the instructional methods that demonstrated positive influence on those graphic representations. Direct modeling from visual models and the modeling of drawing behavior as an instructional method was investigated.","The population of the study was N = 80 fifth grade students. Equal numbers of male and female subjects were tested, M = 40, F = 40. The mean age was 11.8 years. The independent variables were dimension (two- or three-) and instructional method (video or no video). Age and gender were also factored. In drawing condition one, subjects were provided with a two-dimensional model, no modeling (video) instruction, pencil and paper. In drawing condition two, subjects were provided with a two-dimensional model, modeling (video) instruction, pencil and paper. In condition three, the subjects were provided with a three-dimensional model, no modeling (video) instruction, pencil and paper. In condition four, the subjects were provided with a three-dimensional model, modeling (video) instruction, pencil and paper. The dependent variables measured in the graphic representations were (1) projectivity; (2) occlusion; and (3) temporal order.","A 2 x 2 repeated measures design was used. An analysis of variance was used to determine projectivity and occlusion scores. Kendall's Tau Coefficient was used to determine the results of temporal order. The ANOVA showed dimension, occlusion and temporal order scores to be significant from Drawing 1 to Drawing 2. There were no main effects or interaction. Age and gender were not shown to be significant factors in themselves.","The video treatment had a powerful influence on the drawing performance, particularly in the category of temporal order. Placement, location of objects and proportion were demonstrated to improve (conform to the realism of the still life). Projectivity and occlusion scores also increased with the highest scores in the condition of the two-dimensional visual model crossed with modeling instruction (video).","Made available in DSpace on 2011-05-07T13:21:13Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543640.pdf: 3250963 bytes, checksum: c7718536ad6b034d4bb4eba1f7f13d8c (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:39Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:50-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The influence of visual models and instructional methods on the development of students' graphic representations"]}]}],"canonical_facts":{"dc:contributor":["Hardiman, George W."],"dc:creator":["Langan, Jean Lynn"],"dc:date":["2011-05-07T13:21:13Z","10000-01-01","1995"],"dc:description":["The purpose of this study was to investigate the graphic representational strategies of fifth grade students, and the instructional methods that demonstrated positive influence on those graphic representations. Direct modeling from visual models and the modeling of drawing behavior as an instructional method was investigated.","The population of the study was N = 80 fifth grade students. Equal numbers of male and female subjects were tested, M = 40, F = 40. The mean age was 11.8 years. The independent variables were dimension (two- or three-) and instructional method (video or no video). Age and gender were also factored. In drawing condition one, subjects were provided with a two-dimensional model, no modeling (video) instruction, pencil and paper. In drawing condition two, subjects were provided with a two-dimensional model, modeling (video) instruction, pencil and paper. In condition three, the subjects were provided with a three-dimensional model, no modeling (video) instruction, pencil and paper. In condition four, the subjects were provided with a three-dimensional model, modeling (video) instruction, pencil and paper. The dependent variables measured in the graphic representations were (1) projectivity; (2) occlusion; and (3) temporal order.","A 2 x 2 repeated measures design was used. An analysis of variance was used to determine projectivity and occlusion scores. Kendall's Tau Coefficient was used to determine the results of temporal order. The ANOVA showed dimension, occlusion and temporal order scores to be significant from Drawing 1 to Drawing 2. There were no main effects or interaction. Age and gender were not shown to be significant factors in themselves.","The video treatment had a powerful influence on the drawing performance, particularly in the category of temporal order. Placement, location of objects and proportion were demonstrated to improve (conform to the realism of the still life). 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No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543640.pdf: 3250963 bytes, checksum: c7718536ad6b034d4bb4eba1f7f13d8c (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:39Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:50-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9543640","(UMI)AAI9543640","http://hdl.handle.net/2142/21854"],"dc:language":["eng"],"dc:rights":["Copyright 1995 Langan, Jean Lynn"],"dc:subject":["Education, Art","Education, Elementary","Education, Curriculum and Instruction","Education, Philosophy of"],"dc:title":["The influence of visual models and instructional methods on the development of students' graphic representations"],"dc:type":["text"],"thesis:degree_discipline":["Art Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:18Z"}