A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks.

Simon James Hayhoe

Preferred Citation

Hayhoe, S. J. (2013). A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks. Journal of Blindness Innovation and Research, 3(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir13/jbir030204abs.html. doi: http://dx.doi.org/10.5241/2F3-43

Abstract

What can a visually impaired student achieve in art education? Can visually impaired students teach sighted students about elements of perception that sighted students would not normally consider? Are the legal moves towards rights to equal access for visually impaired people useful in asserting that visually impaired students can gain as much from gallery exhibits as sighted students can? In this article, these questions are studied in a practice report of a course involving visually impaired and sighted students working in groups, studying in a museum and creating art work at schools for the blind (i.e. schools maintained for visually impaired and blind students). The study found that by arguing that sighted and visually impaired students can learn about each-others’ perceptual similarities and potentials by working together, and that art is a particularly effective medium for developing this understanding. Furthermore, it is observed that the visually impaired students discussed in this article had as much potential to develop art works as their sighted counterparts.


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DOI: http://dx.doi.org/10.5241/2F3-43

The Journal of Blindness Innovation and Research is copyright (c) 2014 to the National Federation of the Blind.