Learning to perceive: informing pedagogic practice through the empirical study of drawing

Rankin, Qona, Riley, Howard, Chamberlain, Rebecca, McManus, Chris and Brunswick, Nicola ORCID logoORCID: https://orcid.org/0000-0002-6652-5016 (2014) Learning to perceive: informing pedagogic practice through the empirical study of drawing. TRACEY: Drawing and Visualisation Research, 9 (2) . pp. 128-136. ISSN 1742-3570 [Article]

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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.

Item Type: Article
Research Areas: A. > School of Science and Technology > Psychology > Language, Learning and Cognition group
Item ID: 15257
Notes on copyright: 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.
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Depositing User: Nicola Brunswick
Date Deposited: 24 Apr 2015 11:06
Last Modified: 31 Jan 2020 13:55
URI: https://eprints.mdx.ac.uk/id/eprint/15257

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