What does your dyslexia look like?
This multidisciplinary exhibition explores the relationship that four women have with dyslexia.
This newly formed group, in response to "Case Study" exhibition (Stephanie Roberts, 2017), has formed a cluster of art and language based research activity and dialogue, that portrays the fascinating and sometimes obtuse gift of dyslexia.
"Follow the Thread" will deliver reflections on personal comprehension of self in environment through art, performative process, workshops and discussion, to celebrate Dyslexia Awareness Day on 4th October and Dyslexia Awareness Week 2018.
Photo - TEMMAH, performance
Follow the Thread is a three staged event that explores the unique relationship individuals have with dyslexia. We invite you to join us in exploring through art, performance and conversation, why we as a group feel it is important to talk about dyslexia.
The Launch will open the group exhibition with a collection of multidisciplinary and performance art. A cluster of illustrations in response to a call out to the public - ‘What does your DYSLEXIA look like?’ creating an exciting visual conversation.
The Exploration Day offers a FREE event providing practical and experience based talks, workshops and holistic therapy taster sessions. A session "Invited to Talk" will be held at 3pm. If dyslexia has affected your life and you would like to share your experience, please join us.
The Closing Dialogue invites discussion in response to the public’s participatory involvement in the exhibition. Specifically focusing on What does Dyslexia looks like? approaches such as mind mapping skills, mindfulness techniques and healthy practices will be discussed in a safe environment.
A supporting exhibition will also take place, with works from an invitation sent via social media to create postcard art or illustrate personal relationships with dyslexia.
Many thanks to the many who have contributed to this visual conversation. The open invitation to contribute with art will be open while the exhibition runs.
We are pleased to be supported by Tomorrow's Generation Dyslexia Centre , Cardiff.
During this workshop ‘extended pens’ I invite you to try out in a range of colours ways of extending your pens using materials such as thread and elastic. These pens are out of control. Workshop - Temmah
There are over 200 words in the English dictionary that do not have a visual image to aid learning for dyslexics. This workshop uses clay to form words that leave visual links to remembering spelling and word recognition.
This workshop uses clay to form words that leave visual links for remembering spelling and word recognition.
This workshop explores story telling through creating 3 dimensional landscapes and animating characters. Using artistic play and building sculptural forms, the narrative will unfold. Stories will be spoken and a written text will be created by me, encouraging personal success in story making without writing.
Children will leave with a written story and sculpture to remind them of the process. Workshop - Stephanie Roberts
Stories are spoken on a one to one basis, enabling them to be documented and recorded.
I will be using origami book-making with children and adults to tell stories of learning journeys. The books enable people to express things that are helpful and on inside hidden pages, the more difficult parts of our stories.
You are invited to take the books away or offer them and later become a participant in my project with the aim of bringing change to learning environments. Workshop - Emma Wheeler
What does your dyslexia look like?
Opportunity to join the exhibition and create a visual interpretation of your relationship with dyslexia.
A two point perspective - Stephanie Roberts
Stephanie will look at her dyslexia from a two point perspective. She will share her processes of expelling the negative 'sticky damage' from her past, to taking ownership of the positive and effervescent nature of dyslexia.
Art Therapy and Dyslexia: the common threads - Emma Wheeler
My talk, "Art Therapy and Dyslexia: the common threads" is about my learning since May 2017 when Stephanie Roberts invited me to observe her "Case Study" process. Over the last year I have written two articles and have begun a PhD research project about learning needs and creative teaching methods. I will share some of my processes which have included reflecting on a botanical painting course, while thinking about the stages of "The Learning Circle".
Voice Recognition - TEMMAH Performance
Every day I use voice recognition software; even when typing texts there is always something in the way when I am trying to communicate. This performative action is a display of my frustrations and intrigue having to navigate the world in this way - taking into consideration the themes of the red mistake, alterations, mending, missing a stitch, new neural pathways and female voice.
I am a final year PhD student at Bristol University. My research focuses on the surprising educational journeys of people who go to university against the odds. I am one of them. I work with memory, artefacts, archives and poststructural theory to tentatively explore the (often small) things that came to make a difference. ‘On becoming Dyslexic’ explores the changing impact and meaning of ‘being dyslexic’ for two such people now in their 40s.
As we live our lives, parts of our Self, our Soul or Life Force can dissociate or fragment. This can be from good or bad experiences, but mostly it's because of emotional or physical trauma.Any event that causes shock can cause part of the Self to retreat to a ‘safe' place, protecting the self from that kind of event from happening again.
Only when all fragmented parts have been found and reintegrated with will you be free from all of those unwanted patterns of behaviour and then you will find yourself in creation rather than in reaction to life.
Stephanie is a mosaic and multidisciplinary artist living and practicing in Newport, mainly creating commissioned Public Artworks or Art as Education in schools.
Stephanie is dyslexic and has battled with gaining positive and emotional success for most of her 47 years.
In 2017 she gained support from the Arts Council of Wales to find new ways to communicate and articulate her emotions and anxieties towards language. Her investigations and making process formed the exhibition 'Case Study', shown in The Riverfront for Dyslexia Awareness Week 2017. Stephanie openly and honestly shared her experiences and processes in healing and managing the sometimes obtuse aspects of dyslexia through making.
Now working in a positive space, where her dyslexia is experienced as a strength, Stephanie has formed the group that is now presenting "Follow the Thread". "What does your dyslexia look like?" aims to begin a process of using visual dialogue to explore the relationship individuals have with dyslexia.
Stephanie aims to work in collaboration with others, to research and provide support to those who struggle.
I am an art psychotherapist and Foundation Year tutor. My career began as a primary school teacher with creative arts as my specialism and I have enjoyed working with people therapeutically within a number of charities. I teach "Childhood Studies" and "Youth and Community Work" for the University of South Wales with students who come from non-traditional learning backgrounds. I work as an art therapist in community settings and outdoors. Art Therapy is a way of using art to help people who are struggling with their mental health.
Art Psychotherapist HCPC & BAAT Registered
Skomer Art firstname.lastname@example.org
Rebbecca Hammet, TEMMAH. Multidisciplinary Artist
B.A.Hons. PGCE. MFA. Sudo name TEMMAH I am a Multi Disciplined Visual Artist.
I am a Multi Disciplined Visual Artist. My current practise is focused on body sculpture/apparatus, mark making becoming consequential. This has resulted in a continuum of experiments that started exploring the parameters of the human body and its awareness of the prosthetic: creating a developing interplay with control between the sculpture/apparatus and myself: in the pursuit of displaying a conflict with technology in a physical embodiment.
Dee Rogers, PhD Researcher
Dee Rogers is a final year PhD student at Bristol University. Her research focuses on the surprising educational journeys of people who go to university against the odds. She is one of them. Dee works with memory, artefacts, archives and poststructural theory to tentatively explore the (often small) things that came to make a difference. ‘On becoming Dyslexic’ explores the changing impact and meaning of ‘being dyslexic’ for two such people, now in their 40s.
Dee has previously worked as a social worker and parliamentary researcher. She has a passion for pigeons, Staffordshire Bull Terriers and, despite being dyslexic, the written word.