Visual art as science

Abstract

The aim is not to create gracious drawings but clarifying models of concrete problems without excluding theoretical research and pure creativity. The experience as a lecturer of representation has enabled me to notice the obstacles that students meet when imagining the geometrical entities (lines/curves, figures/volumes) if thought of in oriented space and their relative problems of representation/measurements. The basis of the study that I present as a contribution, is the preventive evaluation of the difficulty of geometrical problems or geometrical entities that enable the determination of the geometrical model to represent and, consequently, the combination and succession of chapters. Important problems and relative applications are interspersed considering the method adequate for representation and relative intrinsic complexity. Wherever there is in place a pragmatic teaching, based on the levels of knowledge, the students that intend to follow a university design course are expected to have advanced levels in scientific subjects but nothing relative to the field of visual arts. The difficulty for the lecturers of representation lies in the fact that, in a short period of time, the gap in general knowledge must be filled and the theoretical/practical knowledge useful for the construction of the models relative to the design exercises must be given.