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Initial analysis from a grounded methodology study of risk taking and avoidance by students with visual impairments during visual art projects

Hayhoe, Simon (2017) Initial analysis from a grounded methodology study of risk taking and avoidance by students with visual impairments during visual art projects. MuseumEdu, 5 (7). pp. 135-154.

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Abstract

Blind teenage students studying visual art courses after museum visits were observed in a school for the blind. The research was designed to examine the effects that factors such as age and exposure to art have on students’ belief in their ability to study art. Data was collected by a combination of interviews, observations, monthly reports and photographs of their artifacts during different stages of production. Data is analyzed using Doyle’s framework of ambiguity and risk. Two case studies of students are presented. One student, Emile, had a restricted education when younger, with restrictions on his visual art education. He subsequently had a fear of drawing, but did well in ceramic tasks where he had no previous expectations or experience. The other student, Anna, appeared to have no such fears of drawing, and participated in all art activities. It is hypothesized that a reason for Anna’s lack of fear was that, even though she also came to the school for the blind after attending a mainstream school, she did not have negative experiences of art education. The study concludes that students who are taught to believe they cannot perform art tasks will avoid all future activities with similar tasks, but will attempt individual tasks where they have no or limited negative experiences. Thus, in the context of this study, creativity was largely premised on self-belief and the willingness to take risks.

Item Type: Article
Official URL: http://museumedulab.ece.uth.gr/main/el/node/429
Additional Information: © 2017 The Author
Divisions: Philosophy, Logic and Scientific Method
Subjects: L Education > LB Theory and practice of education
Sets: Departments > Philosophy, Logic and Scientific Method
Date Deposited: 03 Oct 2018 16:26
Last Modified: 20 Feb 2019 12:25
URI: http://eprints.lse.ac.uk/id/eprint/90323

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