Effects of 3D model on Drawing Performance of G2 and G3 Low Vision Children

• Main Authors: Ciou, Jia-Syun, 邱佳勳
• Other Authors: I, Bin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4hmn3p

碩士 === 國立臺灣師範大學 === 設計學系 === 107 === Because low-vision children are limited by their visual deficiencies, they have difficulty in exploring the environment. The visually impaired teachers pay more attention to blind students and self-care ability, neglecting the use of residual vision and the need of art education for low-vision children. This study adopts the action research and observational method. The participants were three low-vision children, two from lower grade (grades 1-2) and one from middle grade (grades 3-4) in elementary school. The courses include sixteen 60-minutes lessons every week by one-to-one teaching. Through a variety of 3D models to cultivate the observation ability of low-vision children and achieve the ability to identify, differentiate, characterize objects, and to make up for the lack of awareness and concept establishment. The results of the study showed that the participants had significant progress in the comparisons of pre and post-test, indicated various stimulants and teaching strategies had a significant positive impact on the participants' image performance and story expressions. The following four conclusions were reached based on the process of developing and improving the teaching method and the analysis of the study results. First, the positive influence of the 3D model into the drawing teaching. Second, the teaching strategy recommendations: (1) Teaching students in accordance with their aptitude (2)Drawing subjects combined with life experiences. (3) Diverse 3D models can expand low-vision children’s cognition and correctly depict the object characteristics. (4) Situational experience deepens learning impressions and visual experiences, enriching the content of drawing. (5) Using puppets to change the monotonous body movements at the schematic stage. (6) Sketching can cultivate observation ability, try to avoid copying when teaching. (7) Tactile and 2D cards can increase the details of the object drawings. (8) Oral communication enhances drawing performance, encouragements increase self-confidence.Third, the drawing materials and textbooks need to be used: (1) According to different visual condition to provide suitable drawing materials. (2) The colors of drawing pens should be easy to recognize. (3) The sizes of 3D models should be easy to take and high fidelity. (4) The color contrast of textbooks should be effective. (5) Provide a comfortable teaching environment. Third, the low-vision children's drawing characteristics: (1) Complete drawing outlines by just one stroke. (2) Only coloring a large area, small areas just remain the outline. (3) Poor curvature of the shapes; (4) Narrow vision children have following features: partial painting, the lines are not connected smoothly, the objects are drawn closely to the edge of the paper. (5) Colored papers affect color recognition ability of children with photophobia.