Sunday, October 9, 2011

Friday, September 30, 2011

Our Hungarian Colleagues

Judit Bergmann began the Hungarian presentations with her research topic, The role of visual symbols in the adolescent period, followed by Dr. Barbara Guttman who presented a portion of her dissertation research that focused on Understanding difficulty in learning to draw. Next, Virag Kiss discussed the her research on Education and therapy through art. Our final presentation for the day delivered by Erika Kolumban was titled, How visual education can enhance social inclusion? Thank you for the sharing your professional expertise and research knowledge!

Pictures from the Practice and Theory Colloquium

Our on-line international scholarly exchange began at 10:30 a.m. Philadelphia/4:30 p.m, Budapest. Jasmeen spoke about her research Teaching Multicultualism through Photoshop Layers: An intersection of technology and Art Education followed by Kelly Steinlage who talked about controversial topics with early adolescents in the art room. Our next presenter was Lindsey Sparagara who spoke about her research project titled, Collaborative Learning in an Arts-based community/university partnership followed by Courtney Todd who shared her pilot study, Characteristics of a Rich Art Program for Children with Autism in a Museum Setting. Thank you for sharing your pilot studies in such a professional and interesting way!

The American Presenters

From Left to Right: Dr. Lisa Kay, Courtney Todd, Jasmeen Rekhi, Lindsey Sparagara, Kelly Steinlage

Dr. Barbara Guttman: Understanding Difficulties in Learning to Draw

Visual Expression and Visual Learning
 Seen From the Perspective of
 Nonviolent Communication


Drawing gap, a decline in artistic performance around the age of 10-12 is explained by theories of Betty Edwards, Zsuzsa Gerő and Andrea Kárpáti. Edwards claims that the drawing gap appears due to the dominance of the right hemisphere over the right one. Gerő connects it to psychological factors and ambition to draw realistically, while Karpáti claims that drawing gap actually presents a change in taste and ways of visual expression, and not a true decline in quality.  Seeking continuity in visual expression, Kárpáti suggests a change of focus and tools in art education.
The difficulties students in art schools face in their drawing lessons are compared to the difficulties of the drawing gap. These two problems are examined from the NVC point of view and its understanding of judgement. It is shown that the judgmental cognitive pattern may be the potential cause of difficulties in progressing in drawing , both for children aged 10-12 and  art students (ages 14 and above) , and that it may mean that we are talking about one problem. The efficiency of Betty Edwards’ exercises is explained, with the creation of non-judgmental thinking patterns in students which leads to the state of flow.
 Three elements; syncretism, flow and non-judgmental approach; are suggested to be the basic elements of problem-free development and self-expression in drawing.

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