| Summary: | This study examines visual elements in two-dimensional art imagery, and compares and contrasts traditional art images with computer graphics. The formalist model of aesthetic response is used as a lens to examine "elements” and "principles" in what has been called the "language of art". Formalist orientations to art education and computer graphics are analyzed through a literature search, a domain analysis, and ethnographic data.
This study employs qualitative research methodology. Data is presented in a comparative taxonomy of elements and principles in art education and computer graphics, and a componential analysis of the visual structure of two-dimensional images.
The findings demonstrate that formalist terms and concepts are not explicit enough to describe computer graphics. The formalist tradition in art education must be expanded to include new terminology and concepts about making and responding to art. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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