This thesis follows the personal story of a struggle with a learning disability and the resultant creation of a conceptual body of visual artwork titled "Re Learning to Learn." This work is a celebration of how we all process and interpret information differently. How we learn, comprehend, and interpret information is an internal process, rarely seen from the outside. Through using conceptual art in the form of video, photographs, installation, ceramic, glass, and interactive art this work questions how we are expected to learn, and also the ways we are taught in the classroom. This paper utilizes David Ausubel's theory of meaningful learning and examines the concept of metacognition as well as two approaches to cognitive learning: the information processing approach and constructivist approach. The project explores how we process information from short-term or working memory into long-term memory and how learning disabilities affect this process. The document also includes references to the influence of the visual artists Gabriel Orozco, Douglas Huebler, Yoko Ono, Joseph Kosuth, Gillian Wearing, and Adrian Piper.
Library of Congress Subject Headings
Conceptual art--Themes, motives; Conceptual art--Technique; Learning disabilities--Pictorial works
Department, Program, or Center
School of Photographic Arts and Sciences (CIAS)
Heffernan, Erika, "Re learning to learn" (2011). Thesis. Rochester Institute of Technology. Accessed from
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