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      Art, Design and Neurodiversity

      Electronic Visualisation and the Arts (EVA 2017) (EVA)

      Electronic Visualisation and the Arts

      11 – 13 July 2017

      Neurodiversity, Art, Design, Technology, Creative Practice, Participation, Inclusive research

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          Abstract

          What is the role of contemporary art and design practice within neurodiversity? How digital media is engaging people who have a neurodivergent perspective (e.g., autism, dyslexia, dyscalculia, dyspraxia) into creating new art? This paper looks at giving a brief overview of the topic whilst looking into project Art, Design and Neurodiversity that the author started in 2015 in conjunction with the Graphic and Media Design course at London College of Communication, University of the Arts London (UAL). A collaboration was also built on some case-studies with Tate Digital Learning and BBC Research & Development. Exploring areas of sound art, graphic design, video art and storytelling, art practices around different forms of neurodiversity are investigated and produced. In this paper, there is also a key area of inclusive visual material and artistic work created by the participants. The art-design pieces can “live” independently but in this project they are also part of a wider communication that is taken into consideration also in the overall structure of this paper itself. With this paper, the author also looks at describing the way the project started, what outputs and findings are coming from the first phase of the work, and what are the next steps.

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          Most cited references 34

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          How does visual thinking work in the mind of a person with autism? A personal account.

          My mind is similar to an Internet search engine that searches for photographs. I use language to narrate the photo-realistic pictures that pop up in my imagination. When I design equipment for the cattle industry, I can test run it in my imagination similar to a virtual reality computer program. All my thinking is associative and not linear. To form concepts, I sort pictures into categories similar to computer files. To form the concept of orange, I see many different orange objects, such as oranges, pumpkins, orange juice and marmalade. I have observed that there are three different specialized autistic/Asperger cognitive types. They are: (i) visual thinkers such as I who are often poor at algebra, (ii) pattern thinkers such as Daniel Tammet who excel in math and music but may have problems with reading or writing composition, and (iii) verbal specialists who are good at talking and writing but they lack visual skills.
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            Dyslexia and Creativity: The Education and Work of Robert Rauschenberg.

             Ken Gobbo (2010)
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              Facilitating the experience of agency through an intersensory interactive environment.

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                Author and article information

                Contributors
                Conference
                July 2017
                July 2017
                : 183-191
                Affiliations
                London College of Communication

                University of the Arts London, UK
                Article
                10.14236/ewic/EVA2017.40
                © Damiani. Published by BCS Learning and Development Ltd. Proceedings of EVA London 2017, UK

                This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Electronic Visualisation and the Arts (EVA 2017)
                EVA
                London, UK
                11 – 13 July 2017
                Electronic Workshops in Computing (eWiC)
                Electronic Visualisation and the Arts
                Product
                Product Information: 1477-9358BCS Learning & Development
                Self URI (journal page): https://ewic.bcs.org/
                Categories
                Electronic Workshops in Computing

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