Development of Spatial Skills through
the Moholy-Nagy Visual Modules:
A Longitudinal Study
Andrea Karpati
Constantine the Philosopher University in Nitra, Slovak Republic
Bernadett Babaly
Óbuda University, Hungary
Abstract. In the age of digital imaging, spatial skills seem to have increased their status in education. Geometry tasks were included in the 2012 Programme for International Student Assessment (PISA) in mathematics (OECD, 2012, 2013) and their positive correlation with achievement in science and technology disciplines were repeatedly proven in STEM (Science, Technology, Engineering, and Mathematics) education research. This chapter presents results of the development of visual-spatial skills after the completion of Moholy-Nagy Modules, an innovative curriculum that focuses on one area of Visual culture: Visual communication, Visual media, Environment and design and Contemporary arts in fifty percent of the lesson hours (32 art lessons of 45 minutes in Grades 5-8, ages 11-14 and 16 art lessons of the same duration in Grades 9 -11, ages 15-17). The in-depth immersion in an area of art education provided an opportunity for a focused visual literacy development and resulted in a more intensive enhancement of spatial skills. he paper begins with an overview of components of the spatial skill cluster (components of perception of and creation in space) and presents the digital, interactive diagnostic assessment tools developed for this study. Spatial perception involves the elements of visual language, including methods for creating spatial illusions; perception of spatial arrangements; orientation in real and virtual spaces based on two-dimensional (2D) images and spatial memory. Representational skills involve in 2D and three-dimensional (3D), including construction and reconstruction of changing experiences of space through time and visualization of 3D objects on the basis of 2D images. Results of the pre- and post-tests as well as background variables impacting students’ performance will be discussed to show the potentials of art education in developing an area of visual literacy equally important for everyday life and hundreds of vocations and professions.
Keywords: Art education, assessment, development, spatial skills, visuospatial information processing