This was published as a wonderful book: Drawing, The Enactive Evolution of the Practitioner, by Intellect Books, Bristol UK and Chicago, USA. ISBN: 978 - 1- 84150 -325 -7, in 2010.
Dr Prue Bramwell-Davis
Research Tutor, School of Material
Royal College of Art
Kensington Gore, London
SW7 2EU
T +44 (0)20 590 4370
E [log in to unmask]
www.rca.ac.uk
On 4 Jun 2014, at 18:22, A. A. Latosiewicz wrote:
> Dear Charles,
>
> I would like you to read the abstract of the thesis of Patricia Cain, she
> is a great artist, my lecturer from Glasgow School of Art and inspiring
> woman.
>
> I'm sure she would be delighted if you contact her regards drawing, as her
> whole thesis was about thinking through drawing.
>
> I hope that helps a little bit.
>
> Link: http://www.patriciacain.com/phd-thesis-abstract/
>
>
>
> Kindest Regards,
>
>
>
>
> On 4 June 2014 19:08, Charles Burnette <[log in to unmask]> wrote:
>
>> Dear Colleagues,
>>
>> While reading an article on "What’s Lost as Handwriting Fades” by Maria
>> Konnikova, New York Times, June 3, 2014, it occurred to me that someone
>> should be doing the same kind of research on drawing. The article
>> indicates that “ Children not only learn to read more quickly when they
>> first learn to write by hand, but they also remain better able to generate
>> ideas and retain information. In other words, it’s not just what we write
>> that matters - but how.” Like many of you I feel that freehand drawing is
>> doing more for our thought processes than we know about. We realize that
>> drawing involves the motor control areas of the brain but there isn’t much
>> detail beyond that. The handwriting researchers were able to see
>> differences in brain functions between tracing, printing, and cursive. The
>> cognitive parsing of drawing hasn’t been dealt with in this way. It should
>> be to confirm how drawing and thought interact, and to guide its
>> instruction and application. One of the studies cited is:
>>
>> 1. Dev Neuropsychol. 2006;29(1):61-92.
>> Early development of language by hand: composing, reading, listening, and
>> speaking connections; three letter-writing modes; and fast mapping in
>> spelling.
>>
>> Berninger VW1, Abbott RD, Jones J, Wolf BJ, Gould L, Anderson-Youngstrom
>> M, Shimada S, Apel K.
>> Author information:
>> 1Department of Educational Psychology, University of Washington, Seattle,
>> 98195, USA. [log in to unmask]
>>
>> Abstract
>>
>> The first findings from a 5-year, overlapping-cohorts longitudinal study
>> of typical language development are reported for (a) the interrelationships
>> among Language by Ear (listening), Mouth (speaking), Eye (reading), and
>> Hand (writing) in Cohort 1 in 1st and 3rd grade and Cohort 2 in 3rd and 5th
>> grade; (b) the interrelationships among three modes of Language by Hand
>> (writing manuscript letters with pen and keyboard and cursive letters with
>> pen) in each cohort in the same grade levels as (a); and (c) the ability of
>> the 1st graders in Cohort 1 and the 3rd graders in Cohort 2 to apply fast
>> mapping in learning to spell pseudowords. Results showed that individual
>> differences in Listening Comprehension, Oral Expression, Reading
>> Comprehension, and Written Expression are stable developmentally, but each
>> functional language system is only moderately correlated with the others.
>> Likewise, manuscript writing, cursive writing, and keyboarding are only
>> moderately correlated, and each has a different set of unique
>> neuropsychological predictors depending on outcome measure and grade level.
>> Results support the use of the following neuropsychological measures in
>> assessing handwriting modes: orthographic coding, rapid automatic naming,
>> finger succession (grapho-motor planning for sequential finger movements),
>> inhibition, inhibition/switching, and phonemes skills (which may facilitate
>> transfer of abstract letter identities across letter formats and modes of
>> production). Both 1st and 3rd graders showed evidence of fast mapping of
>> novel spoken word forms onto written word forms over 3 brief sessions (2 of
>> which involved teaching) embedded in the assessment battery; and this fast
>> mapping explained unique variance in their spelling achievement over and
>> beyond their orthographic and phonological coding abilities and correlated
>> significantly with current and next-year spelling achievement.
>>
>> PMID: 16390289 [PubMed - indexed for MEDLINE]
>> Best to all,
>> Chuck
>>
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>
>
>
> --
> *Agnieszka Anna Latosiewicz*
> Fashion Design professional
>
> London, UK
> UK mobile: (44) 07598509733
>
> www.agalato.com
> www.patternmanipulation.com
>
>
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