engleski

Development of spatial-visual intelligence

Due to development of mass media, greater attention has been shown to a image as a visual object. Development of visual competence has also been promoted so as to avoid the danger of visual analphabetism, and in order not to succumb to the power of the image. With the development of digital media and discussion about iconic turn, the awareness of the significance of images – not only in art – but also in natural and social sciences has been getting stronger. For active, critical and conscious perception of images, as well as for selection in yet bigger number of images, special competence, which is developed as basic competence in the sense of aesthetic education is essential. The subject matter of this paper’s research is a possibility of developing spatial-visual intelligence. During learning and thinking process, visual intelligence plays a great role in creating visual image, memorizing by means of images and, accordingly, it should be developed in as greater measure. Spatial-visual intelligence can be developed via reading geographical maps, navigation, park planning, model construction, constructive games, plotting, making itineraries, or visual maps of any information (Mindmap). The degree of visual intelligence helps students to acquire knowledge not only through static images, but also to engage their imagination, to imagine objects from different angles. Through the dynamicity of video-clip they visualize gained information. Child’s spatial-visual intelligence can be deformed by non-critical acceptance of mass culture’s products, i.e. by predimensional visual impulses via media, films, the Internet, videogames.

visual IQ; intelligence; perception; spatial-visual intelligence

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