“I must start my writing in the mornings, preferably around 9.30am in order for me to get into a routine and for a productive day. I feel


that I am a slow worker and if I can utilise my whole day from morning to evening then I will get more done than if I start at random times.” (Stephanie, Art and Design Interdisciplinary student)


The imperative 'must' along with the sense that writing is a laborious process and must be


allowed a good deal of time to be achieved is evident, and contrasts with the adjectives creative and energetic. However, when asked, “Do you ever write your ideas down before you


start the creative process?” Her response was, “I always write down my thoughts in order to create a connection between the idea and the concept.”


Here there is arguably a unity of purpose; the


words and the creative thoughts work together, and the writing down of the creative impulse somehow captures it, frames it and makes it real. Hall (1997) in Representation: Cultural Representations and Signifying Practices talks about how representation is the production of meaning through language. We make our world real through the words we use to describe it, but


we also use words to symbolise, substitute for, contrast with, argue against, support, explore, dissect, discuss, analyse and reorder our world. Words are our tools of negotiating the landscape


This student also referred to the value of analysis and research, to the process of giving advice to others and to the value of standing back from her work to look at it in a broader context. Literacy gives us access to all these opportunities. Many students with dyslexia often work with the use of assistive software which


reads scanned text aloud. The opportunity to watch and listen to podcasts, DVDs and TV broadcasts provides alternative ways of


accessing information and cuts across some of the literacy issues raised by dyslexia.


Another respondent in her late 20s talked about


“It helps that the writing is connected to a subject you have chosen and enjoy.” (A Creative Advertising student)


“Writing is intrinsic to my main course. I


expected to read and write at degree level.” (Ed, Art and Design Interdisciplinary student)


When asked, “What makes writing meaningful as part of the creative process?” the following responses were made:


“A piece of writing became meaningful when it became relevant to my subject area.” (Rebecca, Creative Advertising student)


“A piece of writing became meaningful when it involved discussing, sharing ideas and looking at


the visual together. Human interaction [between tutor and student] also helps.” (Steph, Creative Advertising student)


“A piece of writing becomes helpful in terms of forging links between sketchbook work and contextual studies it helps me understand my strengths in my work - how to set out a sketchbook, how to put things across, learning how work is marked.” (Amy, Art and Design Interdisciplinary student)


“Words can affect you emotionally - they are precise, can direct your emotional response, words and pictures work together. Art is for a


of our lives and art is the visual representation of reason therefore needs to be rationalised and this landscape.


“Does completing a dissertation make me a better artist? I guess it will. It has a lot in common. Reading is about taking things in, processing ideas, writing is about making


something new, giving out, expressing.” (Cecilia, Art and Design Interdisciplinary student)


The nature of the work I do with students involves using dyslexia teaching strategies: breaking tasks down then rebuilding into a


coherent whole; exploring the meaning of words in different contexts; giving students the ownership of language through being able to


how the motivation for her art work “comes from spell, pronounce, understand and effectively the 'joy' of doing it” and another, when asked, “How do you feel when you want to start making something?” replied, “Certain… that's what I want to do.”


Francis's (2009) Inspiring Writing in Art and Design: Taking a Line for a Write, which


When asked, “How do you feel about having to produce varied and complex written work on an art and design degree course?” the following replies were given:


18


“nurtures writing's creative role in the process of art and design” (back cover). Francis proposes 'warm up' exercises to get writing started and promotes the philosophy that, as art is also built


place a word or sentence or phrase to make it say what they want it to say. A publication which has been very helpful in this regard is Pat


discussed/read about/written about.” (Ed, Art and Design Interdisciplinary student)


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