Visual thinking

Abstract

In Art Education, reading and understanding artworks and designs through a direct process of structural analysis improve visual thinking and performance, especially at the foundation level. This paper examines ways in which the learning process takes place. It argues that mathematical relations and geometry are underlying constitutes in artworks. The analytical process enhances the learners’ cognition, perception, and their acquisition of visual and iterative skills that can significantly affect their development. Accordingly, it considers the mechanisms of the analysis and their educational value, as these may solicit novel rereadings of the artworks and their aesthetics.