Table of Contents
Table
Acknowledgments
Section I: Introduction and Background
Chapter 1: Introduction
Introduction
The Hypothesis and Questions
The Story of the Book
The Early Hypotheses
The Reshaping of the Study
The Inversion of the Original Study
The Design of the New Study
Chapter 2: The Social and Cultural Study of Blindness and Disability
Introduction
The Social Conception of Disability and Blindness in Academic Studies
Subjective and Objective Disability
The Application of Objective Disability
Micro and Macro Disability
The Micro Theory of Disability
The Macro Theory of Disability
The Concept of Exclusion in Modern Disability Theories
Section II: A Study of Visual Arts Education and Blind Adults
Chapter 3: Past Experiences of Adult Students
Introduction
Hugo, the Braille Pianist
Sharon, the Sculptor Who Was Afraid of Clay
Pierre, the Painter Who Thought in Colours
Attitudes and Their Consequences
Rhetoric and Reality
Chapter 4: Confine Negotiation and Self-Confidence in Blind Adult Students
Introduction
Tea and Soapstone: Leicester, January 12, 1994
Coffee With the Students and Kate
Linda Creating Her Sculpture
Kate Instructing Linda
Naomi and Other Visitors
The Difference Between Rhetoric and Behaviour During the Lesson
Sun and Shakespeare: Bristol, July 13, 1994
Yves’ Time in Bristol
Entering the Red Lodge
Exploring the Lodge’s Main Room
Student Discussions in the Main Room of the Lodge
Yves Is Led Into the Garden of the Lodge
Reexploring the Lodge
Rhetoric and Behaviour During the Lesson
Conclusion
Section III: A Study of Visual Arts in Schools for the Blind
Chapter 5: Blind Children and Visual Art: Risk Taking, Avoidance, and Negotiation
Introduction
New College, Worcester: A Background
Emile, the Boy Who Loved Lizards
Emile’s Educational Background
Emile’s Projects
Emile’s Behaviour: Avoidance and Denial
Anna, the Girl Who Saw in the Dark
Anna’s Educational Background
Anna’s Projects
Anna’s Behaviour: Experimentation and Risk
Attitudes and Their Consequences
Chapter 6: Art Teachers of the Blind: Understanding the Role of Experiences
Introduction
The Teachers and Their Educational Backgrounds
The Development of U.S. and English Educational Systems
The Teachers and Their Schools
The Teacher’s Practice
Experiences of Teaching Art in England and the United States
Conclusion
Section IV: Addressing the Hypotheses
Chapter 7: Conclusion
Introduction
The Book’s Hypothesis
The Book’s Questions
And So, Where Next?
References
Index
