Learning to Perceive

Informing Pedagogic Practice Through the Empirical Study of Drawing

  • Qona Rankin Royal College of Art
  • Howard Riley Swansea Metropolitan University
  • Rebecca Chamberlain University College London
  • Chris McManus University College London
  • Nicola Brunswick Middlesex University

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.

How to Cite
RANKIN, Qona et al. Learning to Perceive. TRACEY, [S.l.], v. 9, n. 2, p. 1-8, dec. 2014. ISSN 1742-3570. Available at: <https://ojs.lboro.ac.uk/TRACEY/article/view/2463>. Date accessed: 16 june 2019.
Section
Articles