Integrating critical and contextual studies in art and design : possibilities for post-compulsory education / Jenny Rintoul.
Publisher: London : Routledge, 2017Description: xxvi, 167 pages ; 24 cmContent type: text Media type: unmediated Carrier type: volume001: BDZ0024935860ISBN: 9781138786950 (pbk.) :Subject(s): Art -- Study and teaching (Higher) | Art criticism -- Study and teaching (Higher) | Design -- Study and teaching (Higher) | Holistic education | Art and Design
| Higher & further education, tertiary education | Teaching skills & techniques | Teaching of a specific subject | Secondary schools | Adult education, continuous learning | History of art | The arts: general issues | Education | "Educational: Arts, general" | "Educational: Humanities & social sciences, general"DDC classification: 707.11 LOC classification: N85| Item type | Current library | Collection | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|---|
| Book | MAIN LIBRARY Book | 707.11 RIN (Browse shelf(Opens below)) | 1 | Available | 114990 |
Enhanced descriptions from Syndetics:
Integrating Critical and Contextual Studies in Art and Design examines the relationship between two aspects of art education that appear at times inseparable or even indistinguishable, and at others isolated and in conflict: Critical and Contextual Studies (CCS) and studio practice. Underpinned by international contexts, this book is rooted in British art and design education and draws upon contemporary case studies of teaching and learning in post-compulsory settings in order to analyse and illustrate identities and practices of CCS and its integration.
The chapters in this book are divided into three sections that build on one another: 'Discourse and debate'; 'Models, types and tensions'; and 'Proposals and recommendations'. Key issues include:
knowledge hierarchies and subject histories and identities; constructions of 'theory' and the symbiotic relationship between theory and practice; models and practices of CCS within current post-compulsory British art and design education; the reification of ubiquitous terms in the fields of art and design and of education: intuition and integration ; approaches to curriculum integration, including design and management; and suggestions for integrating CCS in art and design courses, including implications for pedagogy and assessment.Integrating Critical and Contextual Studies in Art and Design offers a comprehensive analysis of the current drive towards integration within art education, and elucidates what we understand by the theory and practice of integration. It explores the history, theory, teaching and student experience of CCS, and will be of interest to lecturers, teachers and pedagogues involved in art and design as well as researchers and students of art education.
Includes bibliographical references and index.
1. CCS in a changing landscape: What is CCS, where has it come from and why be concerned about it in an art and design curriculum? 2. Theory/Practice: tales of turbulence 3. The meaning of, and possibilities for, integration 4. Case study examples: Introducing elements of the research process 5. Locating theory: the lecture theatre and the studio 6. Types of `Theory' and Points of Tension: issues of form and content 7. Subject and staff identities and cultures 8. Approaches to integrating CCS: Where does integration reside? 9. Concluding considerations and recommendations
Integrating Critical and Contextual Studies in Art and Design examines the relationship between two aspects of art education that appear at times inseparable or even indistinguishable, and at others isolated and in conflict: Critical and Contextual Studies (CCS) and studio practice. Underpinned by international contexts, this book is rooted in British art and design education and draws upon contemporary case studies of teaching and learning in post-compulsory settings in order to analyse and illustrate identities and practices of CCS and its integration.The chapters in this book are divided into three sections that build on one another: `Discourse and debate'; `Models, types and tensions'; and `Proposals and recommendations'. Key issues include: knowledge hierarchies and subject histories and identities; constructions of `theory' and the symbiotic relationship between theory and practice; models and practices of CCS within current post-compulsory British art and design education; the reification of ubiquitous terms in the fields of art and design and of education: intuition and integration; approaches to curriculum integration, including design and management; and suggestions for integrating CCS in art and design courses, including implications for pedagogy and assessment. Integrating Critical and Contextual Studies in Art and Design offers a comprehensive analysis of the current drive towards integration within art education, and elucidates what we understand by the theory and practice of integration. It explores the history, theory, teaching and student experience of CCS, and will be of interest to lecturers, teachers and pedagogues involved in art and design as well as researchers and students of art education.
Table of contents provided by Syndetics
- List of figures (p. ix)
- Acknowledgements (p. x)
- List of abbreviations (p. xi)
- Introduction: a broad view (p. xiii)
- Part I Discourse and debate (p. 1)
- 1 CCS in a changing landscape: what is CCS, where has it conic from and why be concerned about it in an art and design curriculum? (p. 3)
- 2 Theory/practice: tales of turbulence (p. 22)
- 3 The meaning of, and possibilities for, integration (p. 35)
- Part II Models, types and tensions (p. 55)
- 4 Case study examples: introducing elements of the research process (p. 57)
- 5 Locating theory: the lecture theatre and the studio (p. 64)
- 6 Types of 'theory' and points of tension: issues of form and content (p. 90)
- 7 Subject and staff identities and cultures (p. 109)
- Part III Proposals and recommendations (p. 127)
- 8 Approaches to integrating CCS: where does integration reside? (p. 129)
- 9 Concluding considerations and recommendations (p. 153)
- Index (p. 163)
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