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