Charlene Kasdorf

ABSTRACT

Neuroscience of Sight Informs Visual Language

Charlene Kasdorf

UCL Qatar

Visual literacy is both an awareness of visual input and output, encoding and decoding, processing via the eyes and output through visual creation. When informed by the neuroscience of sight and memory, artists and educators can better understand their own visual work as well as nurture the visual language of their students, both children and adults (Kasdorf, 2020).

This research was part of the author’s thesis during her master’s program in Museum and Gallery Practice at UCL Qatar. The arts-based and practice-based research of deconstructing the process of drawing and creating was supported by literary research in visual neuroscience (Kasdorf, 2020). The analysis now informs the author’s dialogue that surrounds creative workshops and classes with children and adults in Qatar. This approach is also employed in workshops with illustration students to generate personal styles, engaging in techniques inspired by the archives of regional picture books. The outcomes resist mainstream styles and embrace childlike exploration, a perspective that has been exercised in noteworthy Arab publishing history (Khan et al., 2009).

Observing Ephemeral Moments 

An entry point into understanding visual neuroscience is pinpointing ephemeral moments; acknowledging the “spark” or heightened visual activity. Masland (2017) describes the biology behind these unique moments. Raw data is amalgamated for efficiency and thereby curated by the existing circuitry of the retina. Neurons are generally latent with consistent light and activated with changes in light and direction (Masland, 2017). More determinant of individuality is the heightened activity of neurons in the working memory in relation to a preferred visual; even when the visual is out of direct view, neuronic activity persists (Self & Roelfsema, 2017). This aesthetic preference occurs in a passing moment, but the subconscious activity can be harnessed as a factor of conscious visual literacy. Repetition and recognition of patterns of ephemeral moments can lead to personal style and visual language.  

Children and Visual Communication 

With knowledge in the neuroscience of sight, educators and adults who work with children can strengthen their ability to nurture children’s visual literacy, as opposed to simply providing external validation. In turn, the child can also objectively view their own work, without resorting to binary terms such as “good” or “bad”. An educator’s visual observation and objective language nurtures a child’s uninhibited and automated drawing and creating. A child’s visual communication is noteworthy and telling of themselves (Khamis, 1962). 

Science Provides Drawing with a Wider Spectrum of “Normal”

Visual literacy that incorporates knowledge of the neuroscience of sight supports broader possibility in drawing and creating, and thereby a broader sense of “normal”. And if drawing can allow for more diverse exploration, the same is enabled for people; visually literate people contribute to a broader normative knowledge system in society.

Drawing mirrors the relationships of people; if there is less of a “right” way to draw, there is less of a “right” way for people to be, and less of a “right” way for children (and adults) to understand themselves.

References
Kasdorf, C. (2020). Villa 12: The Museum Built by Ephemeral Monsters (dissertation). 
Khamis, H. (1962).  رسوم الأطفال [Children’s Drawings]. Dar Al Mare’f. 
Khan, H., Ellabbad, M., & Traboulsi, N. (2009, December 4). Revolution for kids. Bidoun. Retrieved February 24, 2022, from https://www.bidoun.org/articles/revolution-for-kids 
Masland, R. H. (2017). Diversity in sight. Nature, 542(7642), 418–419. https://doi.org/10.1038/nature21498 
Self, M. W., & Roelfsema, P. R. (2017). Neuroscience: Out of sight but not out of mind. Current Biology, 27(7). https://doi.org/10.1016/j.cub.2017.02.050 

BIO

Charlene Kasdorf, MA Museum and Gallery Practice, MEd International Education, BFA, Dipl. Graphic Design.

Charlene is an advocate for visual literacy and builds creative confidence in children and adults. She earned a master’s with distinction in Museum and Gallery Practice from UCL Qatar (2020). Her thesis explored how ephemeral drawing-creating builds a sense of self, supported by literature research in the neuroscience of sight and memory. This research is built upon knowledge and experience in graphic design, illustration, fine art, and international education.

Charlene has lived in Qatar for 10 years. In that time, she has collaborated on research-driven picture books and bespoke projects with museums, universities, and publishers. She has taught community outreach classes at VCU Qatar and led numerous professional development workshops at schools and institutions. Her most bizarre and outlandish work is the collaborative artworks developed with her two children; featured titles include “Realm of Monsters” and “The Evil Birthday”. Charlene recently launched a participatory drawing initiative that invites live, fast, and instinctive character-drawing (sketchy-karakters.com and @sketchy_karakters).