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Dyslexia and the Studio: bridging the gap between theory and practice

Lookup NU author(s): Sandy Alden, Professor Vee Pollock

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Abstract

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.


Publication metadata

Author(s): Alden S, Pollock VL

Publication type: Article

Publication status: Published

Journal: International Journal of Art & Design Education

Year: 2011

Volume: 30

Issue: 1

Pages: 81-89

Print publication date: 15/02/2011

ISSN (print): 1476-8062

ISSN (electronic): 1476-8070

Publisher: Wiley-Blackwell

URL: http://dx.doi.org/10.1111/j.1476-8070.2011.01671.x

DOI: 10.1111/j.1476-8070.2011.01671.x


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