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Abstraction is Understandingan intellectual competence that enables the mind to analyse and comprehend concepts to develop new solutions. The ability to translate abstract spatial concepts into abstract sculptural artifacts, common in architectural design, needs to be practiced throughout life and can be transferred to contexts outside of functionarchitectural practice. This way, intellectual hypotheses from the humanities can be represented visually without abandoning science. By abstraction, the critical thinking of artscience incan generalbe education has changed over time, leadingtransferred to artistic artifacts. This will be presented through visualizations developed closely with the parallelGerman existenceArchaeological ofInstitute old(DAI), Cologne Cathedral, or Bern Minster. The scientific hypothesis is translated through skills from architecture: modelling and newphotography. notions,Firstly, evengenuine though,forms inare somedesigned. cases,These are then projected as if they arewere notbuilt. inThis accordancesecond step can be termed virtual photography. In conclusion, artistic creativity promotes competences and skills to cope with eachthe other. Focusing on someuncertainties of the older21st century by practicing imagination and outdatedcritical notions,thinking newerthrough authorsart, as taught in artour educationarchitectural (forcourses.
example,The Eisner and Kindler) discuss the myths thatmethods are widespread among teachers who teach art in general education. Some of these myths include: the primary function of art is to mainly support the development of children’s creativity, and that we should offer children as many materials as possible when they are engaged in an art activity. The aim of this research was to explore the extent to which preschool teachers in Serbia believe in these so-called myths. This is especially relevant as kindergartens are the first educational institutions in children’s lives, thus establishing an important foundation for the way children understand the role of art and form their attitudes toward art. We collected data (N=135 preschool teachers) using an online questionnaire. The results showed that preschool teachers mostly believe in onerecording of the offeredgeometry, myths (“children should be given complete freedom during art activities in the kindergarten” – with 57.8% agreeing); mostassignment of thehypotheses, kindergartenconcepts teachersof do not believe in four myths (such as “children’s works in which it is difficult to recognize what is drawn should not be exhibited” – with 98.5% disagreeing), but they were indecisive about six other myths (such as “When we offer children only one material in an art activity, we limit their freedomidealizations and creativity”).abstractions, Theabstract resultsmodelling, suggest that preschool teachers need additional support (through initial and in-service education) in developing their own notionsidentification of arthistorical in order to transfer appropriate attitudes toward arts to children.viewpoints,
Projection and iterative exchange between disciplines. The tools are hand sketches, CAD, projection, and image editing.
Applicable to any age: In pre-school, it makes more sense to work with physical models; from school age, we have good experiences with CAD; from high school, almost the same can be achieved at universities because the core competencies are fundamental. Antiproportional is the acceptance of abstraction, therefore starting early is particularly fruitful.
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