Embedded Technology, Research Paper Example

Introduction

The human impulse to create is a tangible force, not easily ignored, and diverse in the modes of expression chosen by the creator (Kennedy).  This impulse follows man through all walks of life and maintains humanity’s link with all of its brethren (Kennedy).  Visual impairment places distinctive challenges on the individual due to the limitations caused by their disability (Zhou, Parker and Smith).

The inability to see forces the individual to rely more heavily on their other senses of hearing, touch, smell, taste, and intuition in order to interpret the contexts of their surroundings. The other alternative is to rely on the vision of another to guide the sightless individual.  This paper will explore the experience of sightlessness using experimental as well as experiential research techniques and present the findings using the IMRAD (introduction, methods, results, and discussion) format.

Methods

This research will employ an experimental design, meaning that all variables will be explicitly controlled during the research (Shuttleworth).  The study will include two participants where one is blindfolded to test their sensory ability using the second participant as a guide.  The stated aim of the investigation is to provide analyses of the ability of those that are visually impaired to use their other senses to create art using the instructions of a sighted guide.  No specific hypotheses are presented and some clarification of terms is provided.

This includes aspects such as the role of form, perception, representation, knowledge, color, texture, and spatial properties in regards to how these are derived through sensory input and how each aspect is altered due to the absence of visual cues (Kennedy).  This experimental research will explore the accuracy of the interpretative abilities of an artist to create pictures of unfamiliar items while blindfolded based on the verbal guidance of the second participant using descriptive terms to relate all of the aforementioned criterion.

Results

This research examines the principles of the theory of inherent cognition as a substitute for the visual inputs that foster the creation of art (Pomian).  There are several types of assistive technologies available for the visually impaired, which include Braille access devices, auditory software devices, closed circuit televisions (CCTV), optical character readers (OCR), screen enlargements, screen readers, note taking devices, and many other tools (Ketterlin-Geller and Tindal).  Instead of these tools, this study assesses the use of a secondary participant serving as a guide for the individual enduring the visual impairment caused by the blindfold.

The disadvantage of visual impairment necessitates an investigation into new approaches that will assist the blind in use of assistive methods to overcome the problems faced when attempting to create artistic representations based on visual acumen (Kelly and Smith).  The idea is for the guide to create a bridge to the outside world that connects with the ideas of the artist and how they perceive objects in terms of textures, spatial dynamics, and many other facets (Pomian).  This means that the communication skills of the second guide participant is essential as well as their descriptive abilities and their sense of color, texture, shape, patterns, and all other factors of the artistic design.  The ability of the guide participant to describe the objects in terms of shape, texture, color, size, spatial proximity, and all other relative facets helped the artist create a mental interpretation of the target, be it a person, place, or other items.

Discussion

The lack of vision can cause a distinct disadvantage for an individual attempting to create a work of art and the assistance of a sighted guide can provide the visual input necessary to interpret the spatial dynamics (Kelly and Smith).  The increasing influence of web-based educational forums in addition to the traditional classrooms presents new challenges that also need to be overcome.  For many visually impaired artists, the lack of sight presents an additional hindrance to their artistic creativity.

Creating art is an expression of one’s innermost heart and perceptions of life, something that others may not have the capacity to appreciate, which is why art is so diverse in nature and in those that appreciate it.  Art is a form of therapy, both for the artist and for the viewer of the art.  The expression of emotion prevalent in all art is a reflection of the feelings and emotions the artist was experiencing at the time of inception.

Conclusion

The purpose of this research was to examine the use of a sighted guide to assist a blindfolded artist in creating art as a means of determining the acuity of the other senses in the process. Art is a form of therapy, both for the artist and for the viewer of the art.  The expression of emotion prevalent in all art is a reflection of the feelings and emotions the artist was experiencing at the time of inception.  The emotion this generates within the viewer is a reflection of either the evocative nature of the piece or the viewer’s ability to empathize with the feelings and experiences of the artist.

This enables the viewer to forge a personal connection with the artist and their work. The emotion this generates within the viewer is a reflection of either the evocative nature of the piece or the viewer’s ability to empathize with the feelings and experiences of the artist.  This enables the viewer to forge a personal connection with the artist and their work.

Works Cited

Kelly, S. and D. Smith. “The impact of assistive technology on the educational performance of students with visual Impairments: A synthesis of the research.” Journal of Visual Impairment and Blindness 105.2 (2011): 73-83.

Kennedy, John M. Drawing and the Blind: Pictures to Touch. New Haven: Yale University Press, 1993. Print.

Ketterlin-Geller, L. and G. Tindal. “Embedded technology: Current and future practices for increasing accessibility for all students .” Journal of Special Education technology 22.4 (2007): 1-15.

Pomian, Krzystof. “Vision and Cognition.” Picturing Science, Producing Art. Ed. Caroline A. Jones, Peter Galison and Amy Slaton. New York: Routledge, 1998. 211-231. Print.

Shuttleworth, Martyn. “True Experimental Design.” 2008. Explorable. Online. 9 September 2015. <http://explorable.com/true-experimental-design.html>.

Zhou, L., et al. “Assistive technology for students with visual impairments: Challenges and needs in teachers’ preparation programs and practice.” Journal of Visual Impairment and Blindness 105.4 (2011): 197-210.