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

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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