Article published In:
Information Design JournalVol. 25:2 (2019) ► pp.157–170
The visual organization of handwriting
Teaching elementary practices of information design in Brazilian primary schools
This study focuses on a comparison between the writing of Brazilian teachers and students, especially the visual organization of handwriting during the third year of primary school. Data was collected from observing eight different classes for 10 school days each. The analytical corpus was mainly composed of handwritten activities and graphical variations to the writing called textual graphic tools, which were classified within a framework based on the fields of graphic and rhetoric communication. The results compared the teacher and student graphical solutions for informational tasks, and while students reproduced the teachers’ visual strategies, especially the manipulation of space, they also possessed their own practices, where they displayed several creative means to sequence listed items.
Article outline
- 1.Introduction
- 2.Materials and methods
- 2.1Scope of the study
- 2.2Participants
- 2.3Data collection
- 2.4Analytical corpus
- 2.5Data analysis
- 3.Textual graphic tools and the framework
- 4.Results
- 4.1Preliminary results
- 4.2General features of handwriting
- 4.3Comparison of teacher and student tool boxes
- 5.Conclusions
- Acknowledgements
- Notes
-
References
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