Integrating Critical and Contextual Studies in Art and Design: Possibilities for post-compulsory education

Integrating Critical and Contextual Studies in Art and Design- Front Cover
Integrating Critical and Contextual Studies in Art and Design
Title Page
Copyright Page
Dedication
Contents
List of figures
Acknowledgements
List of abbreviations
Introduction: a broad view
Overview
The significance of the post-compulsory sector
Art education now: a British perspective
Looking forward
Chapter outlines
Notes
References
PART I: Discourse and debate
Chapter 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?
Introduction
Nineteenth-century art education: technique and skills of imitation
Early to mid-twentieth-century art education: the medium and the mind
Mid-twentieth century: the birth of CCS
Mid-twentieth century: defining and locating ‘the subject’
Contemporary concerns
Conclusion: setting the scene
Notes
References
Chapter 2: Theory/practice: tales of turbulence
Introduction
Discourse: the nineties, the noughties and now
Academic drift in detached theory
Using theory: three models for practice
Not knowing
Tacit knowledge
Intuition as knowledge
Concluding thoughts
Note
References
Chapter 3: The meaning of, and possibilities for, integration
Introduction
Contextualising the interest in integration: discourse and practice
Sociological, philosophical and psychological approaches
Integration: a philosophy/attitude or a technique/tool?
Linear curriculum structures and solid grounding
Emergent issues at stake in the integration of CCS: defining subjects and fields
Notes
References
PART II: Models, types and tensions
Chapter 4: Case study examples: introducing elements of the research process
The EDAD case study course
Case selection
Fieldwork: observation and interview
Notes
References
Chapter 5: Locating theory: the lecture theatre and the studio
Introduction
Formal and informal CCS: the lecture theatre/studio binary
A Bernsteinian framework for analysis
The five case studies: Wrickford
The five case studies: Penton
The five case studies: Rensworth
The five case studies: Barrinborough
The five case studies: Hillburton
Conclusion
Note
References
Chapter 6: Types of ‘theory’ and points of tension: issues of form and content
Introduction
Three types of ‘theory’
Introducing form and content as an analytical frame
Site as ‘form’: codes and conventions in studio and lecture theatre contexts
When form drives the design of CCS
When content drives the design of CCS
When form becomes content: the form, and issue, of writing
Conclusion: the importance of the relationship between form and content
Notes
References
Chapter 7: Subject and staff identities and cultures
Introduction
Subject cultures: defining the subject
Staff identities within subject cultures
Fragmented communities
Conclusion
Notes
References
PART III: Proposals and recommendations
Chapter 8: Approaches to integrating CCS: where does integration reside?
Introduction
Integration in the curriculum: realisation in current practice
Integration at the site of the student: realisationin current practice
Intuitive integration or integration in process at the site of the student: future realisation
Starting points for discussing integration
Conclusion
Notes
References
Chapter 9: Concluding considerations and recommendations
Range of practices in CCS
Forces that drive CCS
Concepts and practices of integration
Achieving integrated CCS
Education identities
Pedagogy–criticality–intuition
Final thoughts: intuitive integration
References
Index