Tereza Vlasáková

4.48 Enhancing Visual-Spatial Competency: Investigating Pre-Creative Processes and Spatial Perception Development in Vocational School Students (Paper)

Tereza Vlasáková – University of Jan Evangelista Purkyně (UJEP), Ústí nad Labem, Czech Republic

Abstract:

The ability to perceive, transform and depict real objects is challenging for plenty of students. Spatial perception is the ability to understand and interpret the spatial relationships between objects, including their position, distance, and orientation in a given environment. It allows individuals to navigate, visualize, and manipulate objects in space accurately, which is essential for tasks like drawing in perspective, estimating distances, or transforming 3D objects into 2D representations. Findings suggest that early exposure to visual-spatial training positively correlates with improved performance in these tasks, indicating a need for targeted educational strategies. Thus, it is recommended to make practical interventions in art and geometry curricula to enhance visual-spatial competency and equip students with foundational skills applicable across multiple disciplines. The paper deals with research in the field of pre-creation and visual language of vocational school students. The aim of the research is to validate and test the design and the methodology of the research. The research studies the relationship between a student’s pre-creation – steps leading to the preparation of the creation itself. As part of the analysis, I evaluate format analytical criteria such as the ability to work with perspective and to transform objects as well as the correct use of object proportions. Afterwards I compare them with skills related to the development of spatial perception to understand students’ cognitive strategies in creative work. This research aims to address a gap in understanding the pre-creative processes of secondary school students in vocational schools, providing a foundation for future pedagogical strategies and art assignments. The findings will enhance our understanding of visual thinking and spatial imagination development in secondary students with implications for educational practice and curriculum design.