Relevant bibliographies by topics / Visual arts integration / Journal articles
To see the other types of publications on this topic, follow the link: Visual arts integration.

Journal articles on the topic 'Visual arts integration'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Visual arts integration.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Gandini, Lella, and Carolyn Pope Edwards. "Early Childhood Integration of the Visual Arts." Gifted International 5, no. 2 (1988): 14–18. http://dx.doi.org/10.1080/07387849.1988.11674835.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brewer, Ernest Andrew, and Susannah Brown. "Perspectives on Social Studies and Visual Arts Integration." Kappa Delta Pi Record 45, no. 3 (2009): 135–39. http://dx.doi.org/10.1080/00228958.2009.10517304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Buck, Ralph, and Barbara Snook. "Reality bites: implementing arts integration." Research in Dance Education 21, no. 1 (2020): 98–115. http://dx.doi.org/10.1080/14647893.2020.1727873.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mackin, Eileen, Robert Mackin, John Obremski, and Katherine McKie. "A districtwide commitment to arts integration." Phi Delta Kappan 98, no. 7 (2017): 29–33. http://dx.doi.org/10.1177/0031721717702628.

Full text
Abstract:
Like many school systems in economically stressed parts of the country, the Everett, Mass., school district had cut back on arts instruction over the years, to the point where most students were getting only a single art class per week. But since 2013, and thanks to a grant from the U.S. Department of Education, Everett has designed and implemented a new model of arts integration in its elementary and middle grades, providing teachers with intensive support and coaching to help them combine their regular instruction with serious lessons in theater, the visual arts, design, and more.
APA, Harvard, Vancouver, ISO, and other styles
5

Song, Young Imm Kang, Maureen Creegan-Quinquis, DongSun Min, and HuiKyeong Kang. "Tire Art: Environmental Education through Science, Visual and Language Arts." International Journal of Social Science Studies 5, no. 12 (2017): 50. http://dx.doi.org/10.11114/ijsss.v5i12.2776.

Full text
Abstract:
This international project examined the use of an arts-integrated approach to teaching and learning 8th grade science and language art. It involved two arts faculty collaborating with classroom teachers in the US and South Korea. In the context of the "Tire Art project”, students and teachers were guided through several 2D and 3D creative interactions emphasizing innovative uses for recycled car tires and bicycle wheels. In this paper, authors discuss the learning that happened through the arts, and the learning that happened (by teachers) of arts integration methods. It is to be noted that integration is not only about the arts. In fact, if teachers take advantage of this approach, they will discover more connections and bridges between various non-art subjects. When teachers are as affected by innovative approaches as the students, they often feel more confident and empowered in their professional competencies.
APA, Harvard, Vancouver, ISO, and other styles
6

Nawar, Haytham. "Multilingualism, visual integration and transculturalism." Technoetic Arts 10, no. 2 (2012): 239–46. http://dx.doi.org/10.1386/tear.10.2-3.239_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Van Duinen, Deborah Vriend, and Beth Mawdsley Sherwood. "Co-Equal Arts Integration: Lessons Learned in Using Visual Arts to Respond to Literature." Art Education 72, no. 3 (2019): 20–27. http://dx.doi.org/10.1080/00043125.2019.1578019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gill, Tony, and Catherine Grout. "Finding and preserving visual arts resources on the Internet." Art Libraries Journal 22, no. 3 (1997): 19–25. http://dx.doi.org/10.1017/s030747220001049x.

Full text
Abstract:
Internet resources in any discipline are difficult to locate reliably, but the problem is exacerbated for the visual arts community by the intrinsic complexity of retrieving visual resources. After a brief examination of the problems associated with the discovery of networked resources, this paper outlines the development, integration and future objectives of two visual arts information services, the Art, Design, Architecture & Media Information Gateway (ADAM) and the Visual Arts Data Service (VADS), both funded for the benefit of the UK Higher Education community by the Joint Information Systems Committee.
APA, Harvard, Vancouver, ISO, and other styles
9

Grant, Ken W., John L. Clay, and Brian E. Walden. "Measures of auditory‐visual integration." Journal of the Acoustical Society of America 97, no. 5 (1995): 3308. http://dx.doi.org/10.1121/1.412930.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Noelle, Louise. "Plastic Integration in Mexico: Confluence or Nostalgia." Art and Architecture, no. 42 (2010): 14–23. http://dx.doi.org/10.52200/42.a.nbpeb885.

Full text
Abstract:
From the onset of contemporary architecture, the controversial presence of visual arts manifested itself as one of the approaches in its development. In the mid-twentieth century the use of the term “plastic integration” started to be widespread, exposing the confrontation between diverse stances and positions. Three of the pioneers in the forefront of this field were Carlos Obregón Santacilia, with his building for the Secretaría de Salubridad (1929), Mario Pani, with the Hotel Reforma (1936), and Enrique Yáñez, with the Sindicato Mexicano de Electricistas (1936-1940). The movement, headed by the leading architects of the time in collaboration with important artists, searched for an intersection between the visual arts and architecture.
APA, Harvard, Vancouver, ISO, and other styles
11

Maddox, Ross K. "What studies of audio-visual integration do not teach us about audio-visual integration." Journal of the Acoustical Society of America 145, no. 3 (2019): 1759. http://dx.doi.org/10.1121/1.5101440.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Brockmole, James R., Ranxiao Frances Wang, and David E. Irwin. "Temporal integration between visual images and visual percepts." Journal of Experimental Psychology: Human Perception and Performance 28, no. 2 (2002): 315–34. http://dx.doi.org/10.1037/0096-1523.28.2.315.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Shim, Yerin, Andrew T. Jebb, Louis Tay, and James O. Pawelski. "Arts and Humanities Interventions for Flourishing in Healthy Adults: A Mixed Studies Systematic Review." Review of General Psychology 25, no. 3 (2021): 258–82. http://dx.doi.org/10.1177/10892680211021350.

Full text
Abstract:
The arts and humanities have enriched human life in various ways throughout history. Yet, an analysis of empirical research into the effects of arts and humanities engagement remains incomplete, calling for a systematic and integrative understanding of the role of arts and humanities in promoting human flourishing. The present study used a mixed studies systematic review approach to integrating recent evidence from 27 intervention studies on the effectiveness of arts and humanities interventions on psychological flourishing of healthy adults. Our final dataset both represented quantitative and qualitative data on real-world interventions that encompassed a range of arts and humanities domains, including music, theater, visual arts, and integrative arts. A separate quantitative and qualitative data synthesis on study characteristics and psychological flourishing outcomes and a meta-integration of both types of evidence were conducted. Overall, arts and humanities interventions were associated with positive changes in a range of psychological flourishing outcomes, with overlapping quantitative and qualitative evidence for emotional, social, and sense of self outcomes. A secondary analysis explored key contextual and implementation features that contributed to effectiveness. Recommendations for future research and practice are provided based on our review.
APA, Harvard, Vancouver, ISO, and other styles
14

Cortes, Luis Claudio, Noemi Grinspun, Sandra Medina, and Claudio Humberto Oyarzún. "El cuerpo como dispositivo didáctico en la formación inicial docente en artes visuales para enseñanza secundaria." eari. educación artística. revista de investigación, no. 11 (December 19, 2020): 54. http://dx.doi.org/10.7203/eari.11.17013.

Full text
Abstract:
Resumen. El presente artículo corresponde a una experiencia pedagógica implementada al interior de un programa de formación de profesores/as en artes visuales, cuyo futuro contexto de desempeño laboral son los niveles de enseñanza secundaria en el contexto escolar chileno. Su objetivo principal es reflexionar teóricamente en torno al cuerpo y sus posibilidades pedagógicas, a partir de la implementación de estrategias de enseñanza y aprendizaje de las artes visuales que involucran la practica corporal como dispositivo didáctico. Bajo una metodología de Proyectos de Aprendizaje Expresivos define tres talleres teóricos/prácticos en torno al cuerpo al interior de un programa formación de profesores/as en artes visuales en Chile. Tras la implementación de cada taller, describe la reflexión de la práctica corporal con el ámbito teórico de la política del cuerpo, la corporeización de la identidad profesional y la cognición corporeizada. A modo de conclusión, permite reflexionar en torno al tránsito de una enseñanza disciplinar de las artes visuales hacia su integración interdisciplinar, entrelazando el ámbito de las humanidades con la cognición humana corporeizada. Finalmente sugiere tres talleres interdisciplinares que entrelazan literatura, teatro y cine, a partir del lenguaje y expresión corporal para programas de formación inicial de profesores/as en artes visuales. Palabras clave: cuerpo; artes visuales; teoría del arte; formación de docentes. Abstract: This article is based on a pedagogical experience implemented within a visual arts teacher training program, whose future work context will be the secondary education levels in the Chilean school context. Its main objective is to theoretically reflect about the body and its pedagogical possibilities. Since the implementation of a program of visual art teaching and learning that includes the body as a didactic dispositive. Under a methodology of a Learning-Expressive Project were defined three theoretical practical workshops about the body within a visual art teachers training program in Chile. After every workshop it was described the reflection of corporal practice with the theoretical scope of the body politics, the embodiment of professional identity and embodied cognition. As a conclusion, it allows us to reflect on the transition from a disciplinary teaching of the visual arts towards its interdisciplinary integration, intertwining the field of the humanities with embodied human cognition. Finally, three interdisciplinary workshops are suggested that intertwine literature, theater and cinema, based on body language and expression for visual arts teachers initial training programs. Keywords: body; visual arts; art theory; teachers training
APA, Harvard, Vancouver, ISO, and other styles
15

Wiscombe, Tom. "Extreme Integration." Architectural Design 80, no. 2 (2010): 78–87. http://dx.doi.org/10.1002/ad.1047.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Zhong, Wen Jing. "Network of Visual Arts and Contemporary Art Pattern Reorganization." Applied Mechanics and Materials 321-324 (June 2013): 1102–6. http://dx.doi.org/10.4028/www.scientific.net/amm.321-324.1102.

Full text
Abstract:
This article, based on changes in the pattern of study of contemporary art network of visual arts, contemporary art in the space environment of the network visual arts, visual arts language of visual media, interactive cyberspace realm of art, information and digital communication art platform for contemporary art pattern the basic structure of the reorganization. Through integration of the modern network multi-media production technology and visual vision production method, the traditional art like Painting, Architecture art and Dace could form a new form of art performance and visual language, and enriched the modern context of art dialogue and culture space, which is the new construction of network visual art to the modern art pattern. Compared with the real world, it is virtual and transcendent, however, Network of Visual art provided a real situation of visual experience and psychological experience to a expanding real situation. By the use of network visual space and various visual information, the thinking way and expression platform of modern digital art creation have been extended and expanded.
APA, Harvard, Vancouver, ISO, and other styles
17

Prinzmetal, William, David E. Presti, and Michael I. Posner. "Does attention affect visual feature integration?" Journal of Experimental Psychology: Human Perception and Performance 12, no. 3 (1986): 361–69. http://dx.doi.org/10.1037/0096-1523.12.3.361.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Kaplan, Abram W. "Shifting paradigms in environmental research methods through the visual arts." Arts and Humanities in Higher Education 19, no. 2 (2018): 115–43. http://dx.doi.org/10.1177/1474022218787158.

Full text
Abstract:
Arts-based research offers a potentially valuable approach for students trained in the positivist tradition of environmental issues to expand their repertoire. This article traces the experience of students in an undergraduate course that examines the US food system through immersive photography, using arts-based research as the core methodological theme of exploration and inquiry. The research approach to assessing student growth and integration of this model builds on both quantitative and qualitative designs, offering a triangulated look at interdisciplinarity. The article contemplates the ways in which situated learning through visual immersion helps students construct new ways of understanding the world around them. Further, this research promotes opportunities for research-grounded paradigm shifts with the help of supportive environments, scaffolding embodied knowledge through creative experience.
APA, Harvard, Vancouver, ISO, and other styles
19

Estrada, Tara Carpenter, and Brittany Nixon May. "Building Bridges With Bach: Syntegration of Music and Visual Art." General Music Today 32, no. 3 (2019): 37–42. http://dx.doi.org/10.1177/1048371319834084.

Full text
Abstract:
Music and visual art share many common elements, principles, and processes. The numerous commonalities shared between music and visual arts afford for natural, meaningful integration opportunities that create natural synergies. Synergy or syntegration is achieved when the learning outcomes accomplished through the integration of subjects are greater than the outcomes achieved by teaching each subject individually. This article examines some of the natural commonalities between music and visual art through the music of Bach and the art of the Baroque Period that provide for syntegrated learning opportunities in the general music classroom. The authors provide ideas for integrated lesson plans for music and visual art.
APA, Harvard, Vancouver, ISO, and other styles
20

Luu, Sheena, and Willy Wong. "A correlation feedback model of audio‐visual integration." Journal of the Acoustical Society of America 121, no. 5 (2007): 3185. http://dx.doi.org/10.1121/1.4782370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Wang, Peng. "Visualization Research on Scientific and Technological Information of Aviation Industry in Shaanxi Province." E3S Web of Conferences 189 (2020): 03014. http://dx.doi.org/10.1051/e3sconf/202018903014.

Full text
Abstract:
The integration of industry and information is necessary for the development of industrial modernization in China. Under the context of this, the research on visualization has leaded to a wide and further integration between science and technology and arts disciplines. It fosters the progress and innovation of digitalization and smart technologies, working to make industrial manufacturing more informationalized. Besides, it has a long-term gaining effect on the digitalization and informatization of relevant national science and technology projects under way and enterprises, and even the development of education, Thus, this paper, based on the progress of aviation industry, combines visual simulation design, visual management system and visual technologies, analyses main methods and key objectives, and elaborates on the effect and significance of integration between visual technologies and manufacturing. Fund program: Special Scientific Research Program of Education Department of Shaanxi(20JK0240)
APA, Harvard, Vancouver, ISO, and other styles
22

Bae. "Rethinking an Elementary Art Methods Course: A Model of Three Visual Arts Integration Strategies." Visual Arts Research 39, no. 2 (2013): 70. http://dx.doi.org/10.5406/visuartsrese.39.2.0070.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Öztürk, Elif, and Feyza Tantekin Erden. "Turkish preschool teachers' beliefs on integrated curriculum: integration of visual arts with other activities." Early Child Development and Care 181, no. 7 (2011): 891–907. http://dx.doi.org/10.1080/03004430.2010.501407.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Chalas, Agnieszka, and Michael Pitblado. "The suitcase project: Historical inquiry, arts integration and the Holocaust." International Journal of Education Through Art 17, no. 2 (2021): 281–301. http://dx.doi.org/10.1386/eta_00066_1.

Full text
Abstract:
In this article, we ‐ a history teacher and visual art educator ‐ present a unique, arts-integrated history project that engaged grade eleven history students in creating an installation of suitcase assemblages exploring the lives of young victims of the Holocaust. While we recognize that there exist numerous strategies for teaching about the Holocaust, we assert not only that arts integration is useful in enhancing student learning and engagement in history but also that the curricular approach is ideally suited for the teaching of difficult history such as the history of the Holocaust. In addition to examples of the student artworks produced, we provide evidence of the project’s success in increasing students’ understandings of the assigned historical content as well as its success in complicating two dominant Holocaust narratives. In sharing our own experiences of using an arts-integrated approach to teaching the history of the Holocaust, we hope to inspire both history teachers who are looking for alternative ways to tackle the complex challenge of teaching difficult history as well as art teachers who are looking to integrate sound historical inquiry into their issues-based art projects.
APA, Harvard, Vancouver, ISO, and other styles
25

Gao, Xuefei, Elizabeth A. L. Stine-Morrow, Soo Rim Noh, and Rhea T. Eskew. "Visual noise disrupts conceptual integration in reading." Psychonomic Bulletin & Review 18, no. 1 (2010): 83–88. http://dx.doi.org/10.3758/s13423-010-0014-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Rahim, Ali, and Hina Jamelle. "Surface Continuity: An Elegant Integration." Architectural Design 77, no. 1 (2007): 38–43. http://dx.doi.org/10.1002/ad.395.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Mackerras, Colin. "Integration and the Dramas of China's Minorities." Asian Theatre Journal 9, no. 1 (1992): 1. http://dx.doi.org/10.2307/1124248.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Girdzijauskienė, Rūta, and Gražina Šmitienė. "INTEGRATION OF ARTS IN STEAM PROJECTS: EXPERIENCE OF PRIMARY SCHOOL TEACHERS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 2 (2020): 74–84. http://dx.doi.org/10.48127/gu-nse/20.17.74.

Full text
Abstract:
STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers
APA, Harvard, Vancouver, ISO, and other styles
29

Whalen, D. H., Julia Irwin, and Carol A. Fowler. "Audiovisual integration of speech based on minimal visual information." Journal of the Acoustical Society of America 100, no. 4 (1996): 2569. http://dx.doi.org/10.1121/1.417395.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Takagi, Naoyuki, and Virginia Mann. "Visual‐auditory integration and vocalic effects on fricative perception." Journal of the Acoustical Society of America 91, no. 4 (1992): 2473. http://dx.doi.org/10.1121/1.403780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Wightman, Frederic, Doris Kistler, and Douglas Brungart. "Informational masking of speech in children: Auditory-visual integration." Journal of the Acoustical Society of America 119, no. 6 (2006): 3940–49. http://dx.doi.org/10.1121/1.2195121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Suied, Clara, Nicolas Bonneel, and Isabelle Viaud‐Delmon. "The Role of Auditory‐Visual Integration in Object Recognition." Journal of the Acoustical Society of America 123, no. 5 (2008): 3568. http://dx.doi.org/10.1121/1.2934634.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Leggett, Elsa Soto. "A Creative Application of Solution-Focused Counseling: An Integration with Children's Literature and Visual Arts." Journal of Creativity in Mental Health 4, no. 2 (2009): 191–200. http://dx.doi.org/10.1080/15401380902945269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Arguin, M., P. Cavanagh, and Y. Joanette. "Visual Feature Integration with an Attention Deficit." Brain and Cognition 24, no. 1 (1994): 44–56. http://dx.doi.org/10.1006/brcg.1994.1003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Anderson, Lisa Marie. "Toward professional integration in the humanities." Arts and Humanities in Higher Education 10, no. 1 (2011): 103–19. http://dx.doi.org/10.1177/1474022210389143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

MOOREFIELD, VIRGIL, and JEFFREY WEETER. "The Lucid Dream Ensemble: a laboratory of discovery in the age of convergence." Organised Sound 9, no. 3 (2004): 271–81. http://dx.doi.org/10.1017/s1355771804000469.

Full text
Abstract:
This paper describes the formation, creations and performances of a digital arts performing ensemble. It considers issues of collaboration across media, especially in the context of composed audio-visual improvisation (comprovisation). By contextualising our creative work within the wider discourse of both the practice and aesthetics of contemporary intermedia, we seek to enhance the potential relevancy of the article's main focus to readers.The story of the Lucid Dream Ensemble is one of contemporary creative activity in the realm of digital arts. It exists in a university setting, and its purpose is educational as well as artistic. Founded at Northwestern University in Evanston, Illinois in 2002, the ensemble seeks to foster collaboration across auditory and visual boundaries. The group is made up of audio-visual performers who control laptop computers in real-time by various interactive means. Its canvas is a surround-sound set-up, as well as three projectors. The ensemble seeks a true integration of video and audio, as expressed in the creation of audio-visual artefacts aimed at providing an immersive experience. The group has progressed from presenting unrelated audio and video, to integrating the process of creation of sound and image, to collecting audio and video as a group and processing them collaboratively.
APA, Harvard, Vancouver, ISO, and other styles
37

Lindell, Annukka K., Isabel Arend, Robert Ward, Jennifer Norton, and Jennifer Wathan. "Hemispheric asymmetries in feature integration during visual word recognition." Laterality: Asymmetries of Body, Brain and Cognition 12, no. 6 (2007): 543–58. http://dx.doi.org/10.1080/13576500701495190.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Jiang, Yuhong. "Time Window from Visual Images to Visual Short-Term Memory: Consolidation or Integration?" Experimental Psychology 51, no. 1 (2004): 45–51. http://dx.doi.org/10.1027/1618-3169.51.1.45.

Full text
Abstract:
Abstract. When two dot arrays are briefly presented, separated by a short interval of time, visual short-term memory of the first array is disrupted if the interval between arrays is shorter than 1300-1500 ms ( Brockmole, Wang, & Irwin, 2002 ). Here we investigated whether such a time window was triggered by the necessity to integrate arrays. Using a probe task we removed the need for integration but retained the requirement to represent the images. We found that a long time window was needed for performance to reach asymptote even when integration across images was not required. Furthermore, such window was lengthened if subjects had to remember the locations of the second array, but not if they only conducted a visual search among it. We suggest that a temporal window is required for consolidation of the first array, which is vulnerable to disruption by subsequent images that also need to be memorized.
APA, Harvard, Vancouver, ISO, and other styles
39

Bausenhart, Karin M., Maria Dolores de la Rosa, and Rolf Ulrich. "Multimodal Integration of Time." Experimental Psychology 61, no. 4 (2014): 310–22. http://dx.doi.org/10.1027/1618-3169/a000249.

Full text
Abstract:
Recent studies suggest that the accuracy of duration discrimination for visually presented intervals is strongly impaired by concurrently presented auditory intervals of different duration, but not vice versa. Because these studies rely mostly on accuracy measures, it remains unclear whether this impairment results from changes in perceived duration or rather from a decrease in perceptual sensitivity. We therefore assessed complete psychometric functions in a duration discrimination task to disentangle effects on perceived duration and sensitivity. Specifically, participants compared two empty intervals marked by either visual or auditory pulses. These pulses were either presented unimodally, or accompanied by task-irrelevant pulses in the respective other modality, which defined conflicting intervals of identical, shorter, or longer duration. Participants were instructed to base their temporal judgments solely on the task-relevant modality. Despite this instruction, perceived duration was clearly biased toward the duration of the intervals marked in the task-irrelevant modality. This was not only found for the discrimination of visual intervals, but also, to a lesser extent, for the discrimination of auditory intervals. Discrimination sensitivity, however, was similar between all multimodal conditions, and only improved compared to the presentation of unimodal visual intervals. In a second experiment, evidence for multisensory integration was even found when the task-irrelevant modality did not contain any duration information, thus excluding noncompliant attention allocation as a basis of our results. Our results thus suggest that audiovisual integration of temporally discrepant signals does not impair discrimination sensitivity but rather alters perceived duration, presumably by means of a temporal ventriloquism effect.
APA, Harvard, Vancouver, ISO, and other styles
40

Lima, Jailson, and Janis Timm-Bottos. "This is not a Pipe: Incorporating Art in the Science Curriculum." Journal of Teaching and Learning 11, no. 2 (2018): 43–60. http://dx.doi.org/10.22329/jtl.v11i2.5063.

Full text
Abstract:
Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the field. Due to its highly abstract character, these science courses deal with complex representations that require an understanding of the role of mental models. Learners need to develop their visual-spatial skills as a means of gradually acquiring visual literacy while grappling with the symbols and conventions displayed in the figures, diagrams, and charts in textbooks. The Art & Science Project started at Vanier College as part of the History of Science course in the liberal arts program and was later adapted for use in three core chemistry courses (General, Solution, and Organic Chemistry) in the science program. The project uses a cross-disciplinary integration between visual arts and the natural sciences to promote a deeper understanding of the role of models. The liberal arts students analyze the parallels between the evolution of modern scientific concepts and the art movements from the same historical periods. Science students create visual representations that portray core ideas and threshold concepts in the field. The goal is to portray these abstractions using visual arts as means of creating meaning through symbolic visual representations while developing new perceptions of visual forms.
APA, Harvard, Vancouver, ISO, and other styles
41

Arguin, Martin. "Shape Integration for Visual Object Recognition and Its Implication in Category-Specific Visual Agnosia." Visual Cognition 3, no. 3 (1996): 221–76. http://dx.doi.org/10.1080/713756740.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Fantauzza, Jill. "Using Creative Process to Guide Integrated Art and Engineering Courses." Leonardo 48, no. 5 (2015): 470–71. http://dx.doi.org/10.1162/leon_a_01067.

Full text
Abstract:
This paper describes the design of two university courses that integrated practices and processes from the visual arts and engineering. In both cases, patterns of creative process were used as a means of integration. Researchers found that by focusing on process as a way to structure the integration of these two disciplines, students were able to create emergent, hybrid artifacts along the spectrum between art and engineering, beyond the range of their previous work. Creative process became the backbone that allowed students to integrate knowledge, materials, techniques, and culture across the art and engineering disciplines.
APA, Harvard, Vancouver, ISO, and other styles
43

Betts, J. David. "Theatre Arts Integration at a Middle School: Teacher Professional Development and Drama Experience." Youth Theatre Journal 19, no. 1 (2005): 17–33. http://dx.doi.org/10.1080/08929092.2005.10012574.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Derrick, Donald, Doreen Hansmann, and Catherine Theys. "Tri-modal speech: Audio-visual-tactile integration in speech perception." Journal of the Acoustical Society of America 146, no. 5 (2019): 3495–504. http://dx.doi.org/10.1121/1.5134064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Yongming, Zhu. "Neuroaesthetics Research in the Construction of Chinese Character Art." Leonardo 47, no. 3 (2014): 294–96. http://dx.doi.org/10.1162/leon_a_00785.

Full text
Abstract:
The cognitive mechanism of the brain's visual nerves is the inherent biological basis for the artistic creation and aesthetics of Chinese characters, which has a profound and even decisive influence on the visual construction and cultural communication of Chinese character art. It is mainly manifested in the neural perception model of the forms of Chinese characters, the abstraction and integration instinct of biological visuals, the neural cognition of enhanced adaptability and the neural mirror of aesthetic psychological space, which is the source of formulating the rules of Chinese character art, which is a combination of font and meaning.
APA, Harvard, Vancouver, ISO, and other styles
46

McGarry, Karen. "Multitextual Literacy in Educational Settings: Contextual Analysis and the Dab." Art/Research International: A Transdisciplinary Journal 4, no. 2 (2019): 480–504. http://dx.doi.org/10.18432/ari29450.

Full text
Abstract:
Literacy is more directly linked to language arts than the visual arts even though both disciplines demand a high level of proficiency knowledge. This article examines how Feldman’s (1970) art criticism model, applied in visual arts and aesthetics, and Fairclough’s (2015) critical discourse analysis (CDA), used predominantly in literacy research, imbricate to reveal a multitextual literacy approach to gesture as an extension of utterance. Transdisciplinary textual analysis, supported by Bakhtin’s theories on addressivity and social language construction (1986), critique both cultural appropriation and media literacy. Gesture, as an extension of utterance, transpired from witnessing a random gestural act, blurring textual boundaries in a decoding process to suggest multiliterate awareness in learning ecologies. Art criticism reflection and CDA reveal methods for examining communication processes within cultural contexts and, as a result, suggest integration into educational settings as vital tools for conscientious textual decoding praxis.
APA, Harvard, Vancouver, ISO, and other styles
47

Haufe, Hans. "Rufino Tamayo: Die Integration der Mythen in die Moderne." Zeitschrift für Kunstgeschichte 54, no. 1 (1991): 125. http://dx.doi.org/10.2307/1482520.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

van Rossum, Mark C. W., Matthijs A. A. van der Meer, Dengke Xiao, and Mike W. Oram. "Adaptive Integration in the Visual Cortex by Depressing Recurrent Cortical Circuits." Neural Computation 20, no. 7 (2008): 1847–72. http://dx.doi.org/10.1162/neco.2008.06-07-546.

Full text
Abstract:
Neurons in the visual cortex receive a large amount of input from recurrent connections, yet the functional role of these connections remains unclear. Here we explore networks with strong recurrence in a computational model and show that short-term depression of the synapses in the recurrent loops implements an adaptive filter. This allows the visual system to respond reliably to deteriorated stimuli yet quickly to high-quality stimuli. For low-contrast stimuli, the model predicts long response latencies, whereas latencies are short for high-contrast stimuli. This is consistent with physiological data showing that in higher visual areas, latencies can increase more than 100 ms at low contrast compared to high contrast. Moreover, when presented with briefly flashed stimuli, the model predicts stereotypical responses that outlast the stimulus, again consistent with physiological findings. The adaptive properties of the model suggest that the abundant recurrent connections found in visual cortex serve to adapt the network's time constant in accordance with the stimulus and normalizes neuronal signals such that processing is as fast as possible while maintaining reliability.
APA, Harvard, Vancouver, ISO, and other styles
49

Jiang, Yuhong, Arjun Kumar, and Timothy J. Vickery. "Integrating Sequential Arrays in Visual Short-Term Memory." Experimental Psychology 52, no. 1 (2005): 39–46. http://dx.doi.org/10.1027/1618-3169.52.1.39.

Full text
Abstract:
Abstract. Are sequential visual arrays represented as separate images or as a combined image in visual short-term memory (VSTM)? Proponents of the integration account suggest that an image of the first array is gradually formed and integrated with an image of the second to produce a combined representation. This view is evidenced by successful performance in an empty-cell detection task. In this task, on a 4 × 4 square matrix, 7 locations are occupied on a first array, followed by a variable interval, and then by 8 other occupied locations on a second array. Subjects’ success in identifying the remaining empty cell has been taken as evidence for integration. In this study, we show that success in this task can be better accounted for by a convert-and-compare process than by an integration process. We conclude that VSTM only supports limited integration across sequential arrays.
APA, Harvard, Vancouver, ISO, and other styles
50

Hentz, Brian S. "Enhancing Presentation Narratives Through Written and Visual Integration." Business Communication Quarterly 69, no. 4 (2006): 425–29. http://dx.doi.org/10.1177/108056990606900415.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography