Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517892
Title: A clumsy encounter : the dyspraxic ideal meets drawing from observation as an official and discriminatory discourse
Author: Penketh, Claire Louise
ISNI:       0000 0004 2685 6288
Awarding Body: Goldsmiths, University of London
Current Institution: Goldsmiths College (University of London)
Date of Award: 2010
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Abstract:
Drawing from observation is a form of practice employed in art and design secondary education in the UK. It is positioned within a pedagogical concept of art education that combines particular forms of representation with the development of skill and technical accomplishment. This study engages with the 'voices' of four 'dyspraxic' participants whose experiences of art education sit within this context. Dyspraxia, alternatively referred to as Developmental Coordination Disorder (DCD), is a term that identifies difficulties with the development of physical coordination related to sensory processing. However, it could be argued that factors used in determining whether a child is identified as dyspraxic are subject to complex social, cultural and more specifically educational contexts. This study focuses on the way in which drawing from direct observation is experienced by pupils as part of their art and design education and these experiences are viewed through a 'dyspraxic lens' in order to sharpen the focus on technical skill and accomplishment in producing representations through drawing. It offers a critique of the creation of the dyspraxic subject and drawing from observation by exploring the point at which the' dyspraxic ideal' derived from, or created by, the literature intersects with participants' experiences of compulsory art education. This is an interrogation of the complexity of observational drawing as a specific practice not within a closed community of art education but within the social and cultural domain of other critical debates within education, specifically those related to inclusion. The complexity of these sites is explored here and approaches that seek to rationalise and compartmentalise educational experience are challenged and disrupted.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.517892  DOI:
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