Multi-Sensory learning and teaching: 'You Don't Need Eyes to See, You Need Vision' (1 of 2 linked papers)

Abstract

This paper links experiential learning and performance art with public pedagogy on sight/visual negation. In presenting performance as pedagogy it demonstrates how teaching styles can accommodate those with vision impairment, adapting (performance) art to increase accessibilty and develop inclusion for students with a vision impairment.

Intermeshing practice, teaching and research around issues of access, participation and education, it builds upon previous work exploring teaching strategies for the visually impaired within contemporary art practice. It shares adaptations to help make learning about art more accessible for such students, and illuminates aspects of the question: what are the basic “needs to know” when designing art programmes for the visually impaired?

Potentially readable as a benchmark for critical engagement, the paper considers performative pedagogy with an emphasis on inclusion using technological means. With vision favoured over other senses and the increasing importance of digital and virtual realities in students’ lives, the meanings of access are broadened via technological mediation - that draws on all senses - to which artworks, as suggested, respond. Relying on all senses becomes an aspect of public pedagogy that is more inclusive.

By considering the techniques suggested here, hopefully teachers can help ensure that students with a vision impairment do not feel singled out, potentially “othered”, but comfortable in engaging in shared learning experiences. Rather than accentuating difference, teaching is structurally engineered so that learning can take place through our bodies and not just our eyes. Knowledge acquisition is not exclusively derived from what we see.