Real space is a three-dimensional space in which we move and orient according to body planes defined by the structure of a human body. Real space can be presented in two-dimensional visual art space only by the illusion of the third dimesion. Artists were trying to solve the problem of creating the illusional space through the entire history of fine arts, especially in the renaissanse. The representation of the third dimension on a flat plane is achievable by using visual gradients that are also included in the primary school curriculum for eight grade classes. At the age of fourteen, students already develop conscience of perceptual constancies that are necessary to understand visual gradients. However, once the students have obtained the knowledge of visual gradients, they do not apply it in similar drawing tasks later on. The research seeks to define how eightgraders use the knowledge of visual gradients in their drawings, if there is no explicit demand for their use. The research is theoretical and empirical. In the theoretical part I explained the perceptual and visual principals of visual gradients as tools for creating the illusional space, and process of learning about the visual gradients. Additionally, I discussed the problem of the permanence of knowledge. In the empirical part I performed a qualitative research in two parts during art lessons. A sample was not rendom purposive and consisted of two eight grade groups. In the frst part of research the students were instructed on visual gradients that they had to use and explain in their drawings. In the second part students performed another drawing after three months, this time without encouragement of using visual gradients. Drawings were formally analysed. By comparing two drawings of each student, I established the knowledge level of visual gradients and also how this knowledge was applied in the second drawing after three months. The data showed the difference in knowledge level between girls and boys. The research results mean benefit to the field of art didactics, especially at drawing instruction.
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