Due to the intensive development of urbanization and digitization, the number of smart cities in the world is growing. Along with their exposure, more and more challenges are facing the service providers of the various types of systems offered in their area. These types of services include shared mobility systems that, as an alternative to transport by own vehicle, are becoming one of the leading promoted forms of mobility. Because of the prioritization of shared mobility solutions, more and more operators appear on the smart city markets, which is associated with many challenges related to the increased competition among service providers. One of the challenges is the appropriate visibility of the brand and vehicles in urban transport systems. This aspect, despite its high applicability, constitutes a research gap among world studies. Aiming to fill this gap, this article was dedicated to the issues of perception of visual communication by operators of shared mobility services. As part of the research, an expert study was conducted among representatives of shared mobility services operating in Poland. The expert survey was conducted with the Computer-Assisted Web Interview (CAWI) technique. The results of the research show that visual communication is not used quite correctly by operators. Although operators use single visual communication practices, overall consistency is lacking, which would add value to the brand. This article supports operators looking to expand their shared mobility services. What is more, it is also a response to the research gap regarding visual communication and its perception from the point of view of smart cities.
The paper evaluates teaching methods in the school subject Arts on the 2nd level of primary school. The collected data were evaluated using the grounded theory, which is based on the research processes of open coding, axial coding and selective coding. The research brough about a new theory that introduces an evaluation workbook into the teaching of Arts class – a practice which is not common in Slovak schools. The evaluative research tool (non-standardized) is not only aimed at supporting and streamlining processes in Arts class, but also at motivating students in their artistic endeavours.
The paper analyzes the possibilities of Art Education evaluation at primary schools. Art Education gives pupils opportunity to express themselves through art. Evaluation processes is a possibility to diagnose and evaluate the process of art making and the final product. The paper presents an analysis and interpretation of different forms of art evaluation in the context of expressive stimuli.
The paper describes the real possibilities of using the action art in the course of one’s life from an early age to the old age. The paper presents specific artistic outputs called situational-art-action-models designed for different age groups. These models prompt the participants themselves to action, in particular to tell (re-create) a story, regardless of whether the story was finished or not. The ways in which the participants express themselves are different, as are the different environments in which the art takes place. Unambiguous action art blurs the boundaries, breaks rules, and gives the participants the opportunity to present a person in different forms and looks. The paper is supplemented by photo documentation of art-action models.
The paper focuses primarily on the tracking of a wide range of classical printmaking techniques, divided according to the method of printing, the material of the matrix and the method of realization of relief in them. It has the ambition to select a set of those practices that are implemented in the educational process when teaching future art teachers, in the field of graphic media. It also offers insight into new strategies and methods of printing that are increasingly encountered today.
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