Abstract
This paper considers the discrepancies in the visual literacy of students prior to entering spatial design education at a public higher-educational institution. Because the school subjects Visual Arts and Engineering Graphics and Design provide feeder skills to visual literacy, students with exposure to these subjects tend to have higher visual literacy than students who are unlikely to have received exposure to these subjects. This is problematic because Visual Arts and Engineering Graphics and Design are not on offer in all public South African schools.
As educators from a public higher-educational institution endeavouring to provide equitable learning opportunities, how do we, through spatial design education, relate to first-year students with an awareness of differences in student’readiness’ impacted by schooling opportunities? What role can spatial design exercises play in alleviating these discrepancies while engaging all students in the first-year studio?
As educators from a public higher-educational institution endeavouring to provide equitable learning opportunities, how do we, through spatial design education, relate to first-year students with an awareness of differences in student’readiness’ impacted by schooling opportunities? What role can spatial design exercises play in alleviating these discrepancies while engaging all students in the first-year studio?
| Original language | English |
|---|---|
| Title of host publication | 14th National Design Education Conference 2017 |
| Subtitle of host publication | #Decolonise! Design educators reflecting on the call for the decolonisation of education |
| Editors | Susan Giloi, Herman Botes |
| Pages | 104-117 |
| Number of pages | 13 |
| ISBN (Electronic) | 9780620784597 |
| Publication status | Published - 2017 |