This investigation of the potential of a Logo environment to develop visual literacy skills in elementary school students focused on the recognition of Escher-type geometric constructions by second and sixth grade students. Four research questions were addressed: (1) whether students can use higher-order and creative thinking skills in using computers to create mathematical tessellations and art; (2) whether they can create Escher-like tessellations using Logo; (3) whether this enhances their visual literacy and visual perception; and (4) whether they can transfer that knowledge when looking at the prints of M. C. Escher and describe the more obvious figures and underlying geometrical shapes within Escher's prints. The treatment group was made up of 110 second and sixth grade students, most of whom had not been exposed to Logo, and the control group numbered 126 students in the two grades. A pretest and posttest were conducted using Escher prints. No significant differences in figure and geometric shape identification were found among the student groups on the pretest. Students in the experimental group used LogoWriter (LCSI) to practice creating and tessellating shapes following an introductory paper and pencil exercise, and additional information on Escher was made available to them. Analyses of the final data showed that sixth grade students identified significantly more shapes than did second grade students, and those in the treatment groups identified more shapes than those in the control groups. Further, the older students who received the treatment identified the most geometric shapes. Based upon the observed performance and the generally positive attitude of the students, along with the changes in their ability to see geometric constructions with a piece of artwork, it is concluded that using Logo can be helpful in promoting visual-spatial awareness. (9 references) (BBM)