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.
TypeArticle
TitleLearning to perceive: informing pedagogic practice through the empirical study of drawing
AuthorsRankin, 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 GroupLanguage, Learning and Cognition group
JournalTRACEY: Drawing and Visualisation Research
ISSN1742-3570
Publication dates
Print01 Dec 2014
Publication process dates
Deposited24 Apr 2015
Output statusPublished
Publisher's version
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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
LanguageEnglish
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