The aesthetic dimensions of perspective in high school students' drawings

Abstract

Learning through art contributes to organizing the educational process and achieving the desired educational goals. It also conveys diverse experiences to students through new methods that meet the requirements of educational and technological development in cultural societies. One such method is employing the rules of perspective in drawing, as it is one of the cornerstones for evaluating artwork aesthetically and functionally. Perspective, as an artistic term, has contributed to enriching artistic expression among secondary school students by changing the appearance of the artwork and its relationships in general. It has also helped in establishing structural and compositional foundations for the artistic form, which is subject to aesthetic controls based on a geometric and linear system. This enables the student to master the basic skills necessary for drawing and to find new formative starting points that contribute to enriching students' artistic expression.