This is the first book to study adult and child art students
actually participating in courses designed with their needs in mind
in universities and schools for the blind. In doing so, it uniquely
delves into the topic of the culture of education and society and
its affects on an understanding of blindness and the visual arts.
Furthermore, through an analysis of individual and group behaviour,
the book also introduces a new cultural model for studying
blindness and disability, investigates the social influences on the
nature of blindness and the treatment of people who are blind, and
examines the influences that have affected the self belief of blind
students and the way they create art. There are a number of books
on the education of people who are blind or deaf. However, these
are largely descriptive or based on experimental rather than
observational or social research. Furthermore, books that have
analysed blindness and the arts only analyse tactile perception in
the education of students who are blind, not social and cultural
factors. In addition, although there have been many books and
articles analysing research on the perception of aesthetics and
blindness, there are only two, one first published in the 1950s and
now long out of print (Lowenfeld V & Brittain WL, 1987), and
the other published in 2003 (Axel E & Levent N Eds., 2003) that
consider the practice of this subject in depth. In particular,
there have been no books solely addressing the culture of arts
education by non-visual means. This book represents a unique study
of the theory of blindness and the arts. In its first section it
analyses traditional models of blindness and disability, finding
that the history ofdisability is more a reflection of changes in
society towards its scientific study and classification. This book
then presents a unique social psychological study of arts students,
both children and adults, in situ, their understanding and practice
of the arts, particularly the visual arts, and their reaction to
the attitudes of their teachers, past and present. In researching
the material for the book, the books author has collaborated with
internationally renown charities in the area of blindness,
galleries, exhibitions and art, such as Art Education for the
Blind, New York and BlindArt, London, leading to interest from
museum and gallery professionals in his work. University courses
and practising teachers can also benefit from this book. In
particular, there are few resources which directly relate to
studies of teaching practise in undergraduate and postgraduate
courses specialising in the education of students with physical
disabilities, or students studying for undergraduate, postgraduate
and research degrees in subjects such as Disability Studies,
Sociology, Social and Applied Psychology, and Fine Art and Design.
General
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