LEADER 03973oam 2200517I 450 001 9910151713703321 005 20240501163058.0 010 $a1-315-56332-0 010 $a1-317-19320-2 010 $a1-317-19404-7 024 7 $a10.4324/9781315563329 035 $a(CKB)3710000000952429 035 $a(MiAaPQ)EBC4746126 035 $a(OCoLC)967096788 035 $a(BIP)59768029 035 $a(BIP)51546285 035 $a(EXLCZ)993710000000952429 100 $a20180706d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aIntegrating critical and contextual studies in art and design education $epossibilities for post-compulsory education /$fJenny Rintoul 205 $a1st ed. 210 1$aNew York :$cRoutledge,$d2017. 215 $a1 online resource (194 pages) $cillustrations 311 08$a1-138-78694-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $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. 330 $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. 606 $aArt$xStudy and teaching (Higher) 606 $aDesign$xStudy and teaching (Higher) 606 $aHolistic education 615 0$aArt$xStudy and teaching (Higher) 615 0$aDesign$xStudy and teaching (Higher) 615 0$aHolistic education. 676 $a700.711 700 $aRintoul$b Jenny.$0870988 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910151713703321 996 $aIntegrating critical and contextual studies in art and design education$91944311 997 $aUNINA