I watched this video several times. The first time left me feeling inspired and in awe of Christine.
I had to keep watching to because I wasn’t sure what I was going to write about, and I was so impressed with how Christine coped. You would not know that she had a disability, until she begins to signs. Hearing loss is another of those invisible disabilities.
Christine made me think about all of the other amazing artists that there are and have been that have had disabilities. It also made me think about how amazing the human body and the mind is. How it adapts and evolves to work with what it has. I thought about the left and the right of the brain and how this affects us all. The idea that we have a dominant side left or right. But apparently this isn’t accurate.
“Several studies have debunked the old brain theory and straightened out information regarding hemispheric differences. Recent research has shown that the human brain has a symmetrical structure for a reason; everyone uses both brain regions equally unless one side has been damaged due to a brain injury. “ (Left Side vs. Right Side of the Brain | Different Functions of the Brain | NaturalTherapyPages.com.au)
But it makes sense, in a way, that there is such a high proportion of students with disabilities, or neurodiverse, (including dyslexia), studying art and design. UAL has a higher proportion of students with disability than the national benchmark. Could it have something to do with brain dominance? Although, this theory has since been challenged, there is a lot of continuing research in to the differences of the brain of dyslexic children too, which is very interesting. Dyslexia and the Brain: What Does Current Research Tell Us? | Reading Rockets. Is it the creative side (the right) that is dominant? The brain is an amazing organ which I will never understand, but those that do and are continuing to research may give us the answers one day!
The other thing I was thinking was about the sense. It is said that if you lose the use of one sense the others will heighten to compensate. I do this myself sometimes when I can’t hear properly, I know its silly, but it sort of makes sense as to why I reach for my glasses. Its not going to make me hear any better, but is that a normal reaction for the brain to look more intently, to try to see better? If we can’t hear, we look more intently to understand what is going on, we lip read. Or am I just weird?
Christine says at one point “lets listen with our eyes and not just our ears” and she shows us many different ways of seeing sound.
Her frustrations as a child, growing up are touched upon, and it puts me in mind with a recent conversation with a pupil at school. But, as many with disabilities do, Christine has developed her own coping mechanisms and developed her curiosity into an art form. Amazing!!
Great points Lorraine! I didn’t know about the recent research into right brain/left brain theories. I too am curious about this and also the connection to UAL’s student cohort. I wonder why art and design courses have a higher number of disabled and neurodiverse students? Maybe these courses are seen to offer greater freedom of learning and interpretation where students aren’t constrained by exams etc? I teach on fashion business courses and I note that students often join with this approach but then find it really challenging to think critically and solve problems creatively (whether they are disabled or not). I wonder whether art/design/fashion subjects are seen as ‘creative’ rather than ‘academic’ and therefore easier, which they aren’t, they are just challenging in a different way. I love the idea of of playing with the senses too, I think we could do much more of that in the teaching and learning context.
Such good points Lorraine!
I often wondered why UAL and creative arts courses more generally get a higher proportion of neurodiverse students. I agree with Louise’s comment above, that there might be a perception of Art Education being more creative and less academic, and therefore easier, particularly for neurodiverse students who struggle with text/exam-heavy courses. I recently read an article on dyslexia that talked about how most dyslexics tend to think in images as opposed to words. Speaking to my own students I notice most of my neurodiverse students feel like they are visual learners.. It would make sense for students who think visually to be drawn to art courses, which are usually more visual.
This highlights to me the importance of designing sessions that take into account the fact many of our students will be visual learners.
Enjoyed reading this, especially your points with regard to the relationship between right and left brain theories. This is something I too am curious about. With consideration to my practice: employability, it is apparent that our (UAL) students opt and engage with the creative industry, more so than other sectors and rightly said often have a disability or neurodiverse diagnosis. I also do think that the courses we offer provide autonomous learning and interpretation in contrast to rigid examinations.
I enjoy reading about the brain theory – I am keen to find out more Left Side vs. Right Side of the Brain (Different Functions of the Brain). It is interesting how we use all five senses in our daily life without realising it and compensate one of them if we need do. I am sure we all do it. Thank you for sharing your sensory experience. If you feel inspired by Christine Sun Kim’s film, perhaps you might enjoy “Deaf Accessibility for spoonies: lessons from touring eve and Mary are having coffee” by Khairani Barokka. The book explores the artist journey in intersection and disability. The publication focuses on the importance of creating spaces that accommodate the needs of individuals with multiple disabilities.