ART FOR THE VISUALLY IMPAIRED &

BLIND STUDENTS:

ART CRITISM THROUGH MULTISENSORY

INSTRUCTION

SUZILA BINTI ISMAIL2014866832

INTRODUCTION

• The Importance of Learning Visual ArtDespite a students abilities, arts education will help all students develop critical thinking skills, language skills, cooperative learning, self-awareness, self-confidence, sensory development (there is multi-sensory art experiences in the creation of art) and manual dexterity (working with a variety of tools and materials).

• Art Education For The Blind"Every seven minutes, someone In America will become blind or visually impaired." There are approximately 10 million visually handicapped people in the United States and approximately 2 million are school-age children. (Art History Through Touch And Sound series A Multisensory Guide for the Blind and Visually Impaired, 2000, Art Education for the Blind, Inc., New York.)

STATEMENT OF THE

RESEARCH PROBLEM

• How does an impaired or blind people appreciate

art when it cannot be touched, heard, or smelled?

• Parallel with the government agendas towards

Special Education Needs and Education for All.

• Disabilities also have equal access to the education

fields, arts, and interest.

RESEARCH OBJECTIVES

• To examine the use of multisensory stimuli aid

impaired and blind’s interpretation and knowledge

of art.

• To develop the sensory instruction towards impaired

and blind people.

• To investigate the effectiveness of sensory instruction

towards impaired and blind people.

RESEARCH QUESTIONS

• Does the use of multisensory stimuli aid a child’s

interpretation and knowledge of art?

• In what order should the sensory instruction be

presented?

• Is sensory instruction effective towards impaired

and blind people?

OPERATIONAL DEFINITIONS

• Visually Impaired and Blindlow vision, partially sighted, legal blindness and total blindness.

• Art Critismthe analysis and evaluation of works of art.

• Multisensorythe way information delivered. The three primary modes of instruction

are visual, auditory, and sensory-motorthe analysis and evaluation of

works of art.

LITERATURE REVIEW

• Blindness

Defines blindness as visual acuity of less than 3/60, or a

corresponding visual field loss to less than ten degrees in the

better eye with the best possible correction.

• The Educational Rights of Students with Disabilities

All students, regardless of disabilities, have the right to the

same educational goals and standards.

• Art Education As Therapy

For emotional expression and healing through nonverbal

means.

• Multisensory Art Critism Instruction

Multisensory instruction allows for exploratory learning, giving

students freedom for their own individual learning style

RESEARCH DESIGN

Experimental Research

Quantitative

approach

Survey Research

(Interview & Observation)

RESEARCH METHODOLOGY

SAMPLING

STRATIFIED RANDOM

SAMPLING

POST-TESTPRE-TEST

EVALUATE

Population (30 of blind students in a

school at Sek. Men Pendidikan Khas

Setapak, Kuala Lumpur)

INTERVIEW &

OBSERVATION

(INSTRUMENT)

ARTWORK PACKAGE(MULTISENSORY INSTRUCTION PRODUCT)

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