Hand to clay : art practice and the visually impaired : the impact of tactual perception and narrative thinking upon cognitive development and identity construction
Hand to clay : art practice and the visually impaired : the impact of tactual perception and narrative thinking upon cognitive development and identity construction
It is the contention of this study that the child’s physical representation of both their interior and exterior world by means of clay modelling, collage, drawing and so on, provides a vital observational foundation to cognitive, socio/cultural and emotional development. Current scientific findings are cross-referenced with autobiological and philosophical notions as regards the role of tactual perception.
Auto-biographical studies confirm the positive effects of self-perception as a pro-active learner and the transformative potential of sensitive mediation. This thesis investigates the potential of art practice to support a range of cognitive operations, in particular memory retrieval and narrative thinking.
Donald Winnicott, (1990) suggests that if the facilitating environment is not good enough, inherited tendencies which drive the individual growth process may be insufficient to support personality integration. This study explores how adaptive educational approaches such as Feuerstein’s Instrumental Enrichment (1980) can support art practice in leading the visually impaired child towards a wholeness of personality in body and mind.
Single case study as a methodology has provided the opportunity to explore the above notions, two case-studies documenting art projects with visually impaired children are included for discussion in this regard.
University of Southampton
Lamont-Robinson, Catherine Ann
2004
Lamont-Robinson, Catherine Ann
Lamont-Robinson, Catherine Ann
(2004)
Hand to clay : art practice and the visually impaired : the impact of tactual perception and narrative thinking upon cognitive development and identity construction.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
It is the contention of this study that the child’s physical representation of both their interior and exterior world by means of clay modelling, collage, drawing and so on, provides a vital observational foundation to cognitive, socio/cultural and emotional development. Current scientific findings are cross-referenced with autobiological and philosophical notions as regards the role of tactual perception.
Auto-biographical studies confirm the positive effects of self-perception as a pro-active learner and the transformative potential of sensitive mediation. This thesis investigates the potential of art practice to support a range of cognitive operations, in particular memory retrieval and narrative thinking.
Donald Winnicott, (1990) suggests that if the facilitating environment is not good enough, inherited tendencies which drive the individual growth process may be insufficient to support personality integration. This study explores how adaptive educational approaches such as Feuerstein’s Instrumental Enrichment (1980) can support art practice in leading the visually impaired child towards a wholeness of personality in body and mind.
Single case study as a methodology has provided the opportunity to explore the above notions, two case-studies documenting art projects with visually impaired children are included for discussion in this regard.
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More information
Published date: 2004
Identifiers
Local EPrints ID: 465376
URI: http://eprints.soton.ac.uk/id/eprint/465376
PURE UUID: 8fcdb68c-932b-4381-9479-02299818455f
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Date deposited: 05 Jul 2022 00:40
Last modified: 05 Jul 2022 00:40
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Author:
Catherine Ann Lamont-Robinson
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