Dear Robin - I've been working with a project called Access to Art, a
three year art course for adults with learning disabilities run jointly
by the University of Brighton and Sussex Downs FE college. The students
with learning disabilities work alongside undergraduate art and design
students.
Our experience of the importance of drawing very much echoes your
account. There's more information about the project at
http://www.brighton.ac.uk/cupp/projects/a2a_home.htm and at the bottom
of that webpage you can download an interim report we wrote in 2004
which includes some sections on drawing that may be relevant to your
research. There is also a film made in 2003 and a new 10 minute film is
coming out soon which details the way we are now using the students
white overalls each term for them to document work in progress and
record new techniques as they learn them - the experiential immediacy of
this is a much more appropriate mememory prompt than verbal reflections,
for all the reasons you mention.
I'd also be very interested to know more about the book you are
planning, as we have considered writing something ourselves (in effect
it's the book we wished had been available to us when the project
started!)
Best wishes
Pauline
---------------
Pauline Ridley
Learning Area Co-ordinator (Visual Practices)
Learnhigher CETL
Centre for Learning and Teaching
Room 113, Mayfield House, Falmer
University of Brighton
Brighton BN1 9PH
01273-643406
Email [log in to unmask]
Visit the CLT website at
http://staffcentral.brighton.ac.uk/clt
-----Original Message-----
From: The UK drawing research network mailing list
[mailto:[log in to unmask]] On Behalf Of Robin Whitmore
Sent: 31 July 2006 09:48
To: [log in to unmask]
Subject: Drawing with adults with learning disabilities
I run a group for young adults with learning disabilities- about half
of whom are autistic. Drawing is a vital part of the work we do. For
our students it is a tool for developing concentration; is a vital
means of self expression for those who find communication difficult; it
has a profound effect on self esteem and can help calm someone whose
mind is racing and confused.
One of our most successful projects has been to work with one young
autistic man who finds understanding social rules very difficult. He
would not understand for example that you cannot approach a strange
woman in the street and hug her. By encouraging him to draw a cartoon
sequence of events just after they have occurred he is able to show his
thoughts and actions separately and is beginning to understand that
although he is free to think what he likes, social mores require him to
control his actions. This would be so difficult to explain verbally
without picture references. The fact that he makes his own drawings
means he is able to process the information more clearly, as well as
helping us, the support staff , to understand his perception of the
world.
We are currently putting together a book with a range of exercises and
games for use with anyone with learning disabilities. I would be
interested to know if anyone has any suggestions for drawing activities
that might be included or if you know of anyone whose work might be
relevant.
Thanks
Robin
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