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Visual Art Education for Blind Persons: Psychological Perspective
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Abstract
The interest in research on perception of art in blind persons is represented in psychology through research on perceptual and cognitive processes. Psychology of perception enabled the understanding of interactions between the individual senses and highlighted the importance of touch, and the cognitive psychology pointed on the incentives from the environment, which are essential for the development and reorganization of operation of human brain and demonstrated the role of the cognitive processes. Taking into account modern inclusive approaches in the education of blind persons, can be created conditions for the development of skills for the perception of art, which are immanent to every blind person. Among the key conditions the contribution recognizes so-called active involvement of blind persons in direct gallery environment, which in this context takes over an educational role. Â Â Â Â Â
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Keywords: blind persons; the perception of art; perception; cognition; gallery environment
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Grum, D. K., & Grum, B. (2017). Visual Art Education for Blind Persons: Psychological Perspective. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(4). Retrieved from https://un-pub.eu/ojs/index.php/pntsbs/article/view/1147
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References
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Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860-871
WHO (2001). International Classification of Functioning, Disability and Health. Retrieved from: http://www.who.int/classifications/icf/en/ (11.2.2012).
Brown, D., Simmons, V. in Methvin, J. (2007). The Oregon Project for Visually Impaired and Blind Preschool Children. Medford, OR: Jackson Education Service District.
Cai, L., Chan, J.S.Y., Yan, J.H., & Peng, K. (2014). Brain plasticity and motor practice in cognitive aging. Frontoers in Aging Neuroscinece, 6 (31), 1-12.
Candlin, F. (2003). Blindness, Art and Exclusion in Museums and Galleries, International Journal of Art & Design Education, Vol22, No. 1, pp. 100-10.
Carter, R. (1999). Mapping the Mind. Berkeley: University of California Press.
Darke, P. (2003). Now I know Why Disability Art is Drowning Down the River Lethe (Thanks to Pierre Bourdieu). In: S. Riddell, & N. Watson (Ed.). Disability, Culture, Identitity. London, England: Pearson.
De Coster, K., & Loots, G. (2004). Somewhere in between Touch and Vision: In Search of a Meaningful Art Education for Blind Individuals. International Journal of Art & Design Education, 326-334.
Goldreich, D. & Kanics, I.M. (2003). Tactile Acuity is Enhanced in Blindness. The Journal of Neuroscience, 23(8), 3439-3445.
Gombrich, E. H. (1977). The museum: Past, present and future. Critical Inquiry, 3, 449-470.
Gonzalez Rey, F. (2011). A re-examination of defining moments in Vygotsky's work and their implications for his continuing legacy. Mind, Culture, and Activity, 18, 257-275.
Gregory., R. L., & Wallace, J. G. (2001). Recovery from early blindness: A case study. Reproduced in March 2001 from Experimental Psychology Society Monograph No.2 /1963.
Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory. New York: Wiley and Sons.
Imamitzu, H. (2010). Editorial: Toward the understanding global networks in the brain. Japanese Psychological Research, 2(52), 49-53.
Kennedy, J. M. (1993). Drawing & the Blind: Pictures to Touch. Yale University Press.
Merabet, L. B., & Pascual-Leone, A. (2010). Neural reorganization following sensory sensory loss: the opportunity of change. Nature Reviews Neuroscience, 11, 44-52.
Neville, H. J., & Bavelier, D. (2000). Specificity and plasticity in neurocognitive development in humans. V. Gazzaniga, M.S. (Ed). The New Cognitive Neurosciences. (2nd ed.), Cambridge, MA: The MIT Press, pp. 83-99.
Revesz, G. (1950). Psychology and Art of the Blind. London: Longmans, Green.
Rieber, R. W., & Carton, A. S. (ur.). (1993). The Collected Works of L. S. Vygotsky, New York: Plenum Press.
Roder, B., Stock, O., Bien, S., Neville, H., & Rosler, F. (2002). Speech processing activates visual cortex in congenitally blind humans. European Journal of Neuroscience, 16, 930-936.
Sacks, S. K., Kekelis, L. S., & Gaylord-Ross, R. J. (eds.) (1992). The development of social skills by blind and visually impaired students: Exploratory studies and strategies, New York: American Foundation for the Blind.
Sale, A., Berardi, N., & Maffei, L. (2009). Enrich the environment to empower the brain. Trends in Neurosciences, 32 (4), 233-239.
von Senden, M. (1960). Space and sight: The perception of space and shape in the congenitally blind before and after operation. London: Metheun.
Spence, C. (2003). A new multisensory approach to health and well-being. In Essence, 2, 16-22.
Troster, H., & Brambring, M. (1994). The play behavior and play materials of blind and sighted infants and preschoolers. Journal of Visual Impairment & Blindness, 88, 421-432.
Ungar, S., Blades, M. and Spencer, C. (1995). Visually impaired children's strategies for memorising a map. British Journal of Visual Impairment, 13, 27-32.
Voss, P., Lepore, F., Gougoux, F., & Zatorre, R. J. (2011). Relevance of spectral cues for auditory spatial processing in the occipital cortex of the blind. Frontiers in Psychology, 2/48, 1-12.
Vygotsky, L. S. (1971). The Psychology of Art. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1997a). Volume 2: The Fundamentals of Defectology: Abnormal Psychology and Learning Disabilities. In: Rieber, R. W., & Carton, A. S. (eds.). The Collected Works of L. S. Vygotsky. New York: Plenum Press.
Vygotsky, L. S. (1997b). Volume 3: Problems of the Theory and History of Psychology. In: Rieber, R. W., & Wollock, J. (eds.). The Collected Works of L. S. Vygotsky. New York: Plenum Press.
Vygotsky, L. S. (1997c). Volume 4: The History of the Development of Higher Mental Functions. In: Rieber, R.W. (ed.). The Collected Works of L. S. Vygotsky. New York: Plenum Press.
Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860-871
WHO (2001). International Classification of Functioning, Disability and Health. Retrieved from: http://www.who.int/classifications/icf/en/ (11.2.2012).