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005 20231117153647.0
008 150706s2017 enk f b 001|0|eng|d
020 _a9781138786950 (pbk.) :
_c29.99
020 _z9781315563329 (ebook) :
_cNo price
040 _aStDuBDS
_beng
_erda
_cStDuBDS
_dStDuBDSZ
050 4 _aN85
072 7 _aART
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082 0 4 _a707.11
_223
100 1 _aRintoul, Jenny Ruth,
_eauthor.
245 1 0 _aIntegrating critical and contextual studies in art and design :
_bpossibilities for post-compulsory education /
_cJenny Rintoul.
264 1 _aLondon :
_bRoutledge,
_c2017.
300 _axxvi, 167 pages ;
_c24 cm
336 _atext
_2rdacontent
337 _aunmediated
_2rdamedia
338 _avolume
_2rdacarrier
366 _b20161129
_cPOD
504 _aIncludes bibliographical references and index.
505 0 _a1. 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
520 8 _aIntegrating 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.
650 0 _aArt
_xStudy and teaching (Higher)
650 0 _aArt criticism
_xStudy and teaching (Higher)
650 0 _aDesign
_xStudy and teaching (Higher)
650 0 _aHolistic education.
650 7 _aArt and Design.
_2ukslc
_913648
650 7 _aHigher & further education, tertiary education
_2thema
650 7 _aTeaching skills & techniques
_2thema
650 7 _aTeaching of a specific subject
_2thema
650 7 _aSecondary schools
_2thema
650 7 _aAdult education, continuous learning
_2thema
650 7 _aHistory of art
_2thema
650 7 _aThe arts: general issues
_2thema
650 7 _aEducation
_2thema
_914487
650 7 _a"Educational: Arts, general"
_2thema
650 7 _a"Educational: Humanities & social sciences, general"
_2thema
999 _c39527
_d39527