Learning to perceive: informing pedagogic practice through the empirical study of drawing
Rankin, Qona, Riley, Howard, Chamberlain, Rebecca, McManus, Chris and Brunswick, Nicola 
ORCID: 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
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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.
| 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. |
| Useful Links: | |
| 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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