TY  - CHAP
Y1  - 2013/01/01/
ED  - Addison, N
ED  - Burgess, L
TI  - Art, academe and the language of knowledge
CY  - Abingdon, New York
A1  - Robins, C
KW  - Art and design education
KW  -  practice led research
KW  -  Learning
EP  - 172
ID  - discovery1539160
UR  - https://discovery.ucl.ac.uk/id/eprint/1539160/
T2  - Debates in art and design education
PB  - Routledge
N2  - In this chapter I pursue the effects for knowledge, pedagogy and learning of practice led research in art and design education. I examine how postgraduate students of art, design and museology at the Institute of Education, University of London, explore and critically engage with the implications of art as a situated research practice. In particular, I foreground the complexities and antinomies surrounding methodology when students negotiate the practice of making in a studio context that encourages them to analyse their subject identities as teachers/lecturers, students, artists, academics and researchers. The expectation of academe and the position which language (written, spoken and visual) occupies is central to the formation of these identities, negotiations and dialogues. I will demonstrate, through discussion of work produced by students, that the traditional division between engagements with art making as a ?sensory experience? and with reading, writing and research as ?rational activities?, presents a false dichotomy that needs to be reappraised in the debates surrounding practice-led research and its potential for pedagogy.
SP  - 157
T3  - Debates in art and design education
AV  - public
ER  -