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Dyslexia and the Studio: Bridging the Gap between Theory and Practice
Author(s) -
Alden Sandy,
Pollock Venda Louise
Publication year - 2011
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/j.1476-8070.2011.01671.x
Subject(s) - dyslexia , counterpoint , studio , sensibility , perception , psychology , element (criminal law) , context (archaeology) , bridging (networking) , pedagogy , visual arts education , visual arts , mathematics education , the arts , linguistics , art , computer science , literature , history , philosophy , computer network , reading (process) , neuroscience , political science , law , archaeology
It is generally accepted that art and design related disciplines attract a higher proportion of students with dyslexia than traditional academic counterparts. Combined with this is a prevalent perception that dyslexia predominantly affects students’ writing and linguistic ability and it is this, as well as an increased visual‐spatial sensibility, that attracts students to art and design disciplines. This article examines these ideas through the experience of fine art students on a degree course with a mandatory written element. Drawing on focus groups and interviews with students, it argues that the studio component, in terms of its learning environment and teaching methods, presents an equally challenging context for students with dyslexia and that the written element or lecture‐based studies can provide students with a valuable counterpoint to their studio practice.