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Art, academe and the language of knowledge

Robins, C; (2013) Art, academe and the language of knowledge. In: Addison, N and Burgess, L, (eds.) Debates in art and design education. (pp. 157-172). Routledge: Abingdon, New York. Green open access

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Abstract

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.

Type: Book chapter
Title: Art, academe and the language of knowledge
ISBN-13: 9780415618878
Open access status: An open access version is available from UCL Discovery
Keywords: Art and design education, practice led research, Learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1539160
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