Star and star fish: an experiment with memory drawing and drawing with mental image stimulation

Authors

  • Eva Rolim Miranda [UFPR]
  • Solange Galvão Coutinho [UFPR]

DOI:

https://doi.org/10.51358/id.v3i1/2.24

Keywords:

graphical language, drawing, memory, mental image stimulation

Abstract

The main objective of this paper is to compare the differences between memory drawing and drawing with
mental image stimulation, analyzing the differences and similarities of those processes according to
Coutinho’s (1998) analytical model. It was made a review on several studies that contributed with that theme.
To verify the differences the Darras (1996) experiment was replicated with twenty participants from the Henfil
Municipal School – Várzea – Recife.
This experiment had two phases, the first involved memory drawing and the second involved drawing
with stimulation of mental image. Twelve objects were drawn by the subjects, but on this paper we exemplify
those using the star-fish. The methodology used was ethnographical and the data was collected at the school.
The data was treated using the Coutinho's (1998) model. The most of the data was examined qualitatively,
although some data was treated quantitatively.

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Author Biographies

Eva Rolim Miranda, [UFPR]

Eva Rolim Miranda, Mestranda pelo programa de pós graduação da UFPE, da linha de pesquisa
de Linguagem Gráfica/ Design da Informação. Bolsista de Iniciação Científica – PIBIC de 2001 a
2003, bacharel em design graduada pela UFPE em 2004.

Solange Galvão Coutinho, [UFPR]

Solange Galvão Coutinho, Doutora pelo departamento de Tipografia e Comunicação Gráfica da
Universidade de Reading – Grã Bretanha. Pesquisadora da UFPE/Cnpq através do projeto “O
Processo de Desenho Infantil em Diferentes Contextos Sócio-educacionais“. Professora da UFPE.

Published

2010-09-17

How to Cite

Miranda, E. R., & Coutinho, S. G. (2010). Star and star fish: an experiment with memory drawing and drawing with mental image stimulation. InfoDesign - Journal of Information Design, 3(1/2), 33–41. https://doi.org/10.51358/id.v3i1/2.24

Issue

Section

Undergraduate Research

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