DYSLEXIA_LITERATURE_ IMAGINATION // THESIS

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Created: 01/30/10
Last Edited: 12/04/12
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Description
dyslexia |disˈleksēə|
• a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence.

literature
• written works, esp. those considered of superior or lasting artistic merit : a great work of literature.
• books and writings published on a particular subject : the literature on environmental epidemiology.
• the writings of a country or period : early French literature.
• leaflets and other printed matter used to advertise products or give advice.
• the production or profession of writing.

imagination
• the faculty or action of forming new ideas, or images or concepts of external objects not present to the senses : she'd never been blessed with a vivid imagination.
• the ability of the mind to be creative or resourceful : technology gives workers the chance to use their imagination.
• the part of the mind that imagines things : a girl who existed only in my imagination.
• (visualize, envisage, envision, picture, see in the mind's eye; dream up, think up/of, conjure up, conceive, conceptualize; formal ideate)




SYNOPSIS / ABSTRACT / INTRODUCTION

Dyslexia, Literature and the Imagination

The graduate design thesis was established following a conversation about my personal experience with dyslexia. The notion that my dyslexia has restricted me from reading my entire life. In particular, never reading a novel, which has subjectively restricted my imagination…

Frustration at my inability to read and ingest text at an early age lead to a loathing avoidance. I used to look at people reading and wonder what possessed them, what pleasure was gained from it, when ever I attempted to read it would always lead to irritation, anger and disappointment.

From a very young age, emphasis was always on the visual. I have always been highly creative, imaginative and dexterous, spending much of my time drawing, painting, modeling, building, playing computer games and making music.

Throughout my education I have only developed visually. I had weaknesses in literacy and numeracy and strengths in art, design and graphics. I almost felt as if something was preventing me from grasping the fundamentals of literacy or numeracy, and perhaps to compensate for these deficiencies, I developed my skills in the subjects I had strengths in.

Subsequently, I have been using audiobooks, and through the medium of the spoken word, a collection of novels has opened up my eyes to an unknown pleasure; the delight and satisfaction of understanding a novels plot, theme and context. Contrasted against my previously visual methodologies, I am experiencing something completely new; ingesting information and imagining without any previous visual criteria; complex sensory environments, figurative constructs, captured movements, elements of nostalgia, ambiguity, light, colour, smell, anger, fear, ephemerality and atmosphere.

The dyslexic mind works through the connection of visual images and the relationships between them. There is tremendous potential in the theory as it gives license to imagine and dream all without any external visual precedent, opening up an endless field of opportunities.

“Imagination is everything, It is the preview of life’s coming attractions” Albert Einstein.
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  • DYSLEXIA,LITERATURE AND THE IMAGINATION
     
    The graduate design thesis was established following a conversation about my personal experience with dyslexia. The notion that my dyslexia has restricted me from reading my entire life. In particular, never reading a novel, which has subjectively restricted my imagination.
     
    Frustration at my inability to read and ingest text at an early age lead to a loathing avoidance. I used to look at people reading and wonder what possessed them,what pleasure was gained from it, when ever I attempted to read it would always lead to irritation, anger and disappointment.
     
    From a very young age, emphasis was always on the visual. I have always been highly creative, imaginative and dexterous, spending much of my time drawing,painting, modeling, building, playing computer games and making music.
     
    Throughout my education I have only developed visually. I had weaknesses in literacy andnumeracy and strengths in art, design and graphics. I almost felt as ifsomething was preventing me from grasping the fundamentals of literacy or numeracy, and perhaps to compensate for these deficiencies, I developed myskills in the subjects I had strengths in.
     
    Subsequently, I have been using audiobooks, and through the medium of the spoken word, a collection of novels has opened up my eyes to an unknown pleasure; the delight and satisfaction of understanding a novels plot, theme and context. Contrasted against my previously visual methodologies, I am experiencing something completely new; ingesting information and imagining without any previous visual criteria; complex sensory environments, figurative constructs, captured movements, elements of nostalgia, ambiguity, light, colour, smell, anger, fear,ephemerality and atmosphere.
     
    The dyslexic mind works through the connection of visual images and the relationships between them. There is tremendous potential in the theory as it gives license to imagine and dream all without any external visual precedent,opening up an endless field of opportunities.

     
    Imagination is everything, It is the preview of lifes coming attractions Albert Einstein.

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