Learning to perceive: informing pedagogic practice through the empirical study of drawing
Article
Rankin, Q., Riley, H., Chamberlain, R., McManus, C. and Brunswick, N. 2014. Learning to perceive: informing pedagogic practice through the empirical study of drawing. TRACEY: Drawing and Visualisation Research. 9 (2), pp. 128-136.
Type | Article |
---|---|
Title | Learning to perceive: informing pedagogic practice through the empirical study of drawing |
Authors | Rankin, Q., Riley, H., Chamberlain, R., McManus, C. and Brunswick, N. |
Abstract | This paper is the result of collaboration between psychologists with an interest in the cognitive processes underpinning drawing activity (Chamberlain, McManus and Brunswick), a dyslexia support tutor (Rankin) and an art school lecturer in drawing (Riley). It reports on a small-scale, ‘pilot’ workshop, designed to test the pedagogical strategies specifically designed for dyslexic students, with a cohort of volunteers from across the Royal College of Art, London. |
Research Group | Language, Learning and Cognition group |
Journal | TRACEY: Drawing and Visualisation Research |
ISSN | 1742-3570 |
Publication dates | |
01 Dec 2014 | |
Publication process dates | |
Deposited | 24 Apr 2015 |
Output status | Published |
Publisher's version | |
Copyright Statement | Article copyright is maintained by the authors(s). All articles are published with Open Access (OA). TRACEY supports the OA principles and serves authors, researchers and the community by publishing high-quality, peer-reviewed OA content. By default we publish Gold OA under the CC-BY, Creative Commons Attribution 4.0 International License. We also support Green OA allowing authors to deposit content in institutional and subject-specific repositories. |
Web address (URL) | https://ojs.lboro.ac.uk/TRACEY/article/view/2463 |
Language | English |
https://repository.mdx.ac.uk/item/85195
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