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SUMMARY:Art\, Pedagogy and Dyslexia - Dr Richard Hickman (Faculty of Educa
 tion and Homerton College\, Cambridge)
DTSTART:20150120T180000Z
DTEND:20150120T190000Z
UID:TALK56229@talks.cam.ac.uk
CONTACT:20337
DESCRIPTION:It is sometimes said that the largest populations of people wi
 th dyslexia are to be found in prisons and art colleges. It can be assumed
  that those artists escaping custodial sentences and finding gainful emplo
 yment as art teachers must have developed some learning strategies that fa
 cilitated success (of sorts) in navigating through formal education. This 
 seminar presents exploratory research examining the strategies employed by
  art teachers who identify as dyslexic. The principal research question wa
 s ‘What learning strategies\, used by art teachers with dyslexia\, can b
 e used as pedagogical tools?’ To help answer this question\, twenty art 
 teachers participated in the research\; this was a purposeful choice\, bas
 ed on their self-identification as having ‘severe’ dyslexia.  Over a p
 eriod of two years\, the group was narrowed down to three. The research me
 thods employed were informal interviews\, classroom observations and autob
 iographical accounts\, augmented by reflections upon individual teaching a
 nd learning experiences. Although small in scale\, the study found connect
 ions with several positive attributes\, often associated with dyslexia\, t
 o classroom practices.
LOCATION:Bamford Room\, Homerton College
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