Abstract
Traditionally, art and design education in many higher education institutions has been characterised by a split between the teaching of theory and practice. This article argues that this split ignores the possible common ground between the two, largely to the disadvantage of students. In particular, it will examine how and why many art and design students feel alienated by the methods employed in the teaching of theory. The article further argues that there is a role for research as a common ground between theory and practice, and this common ground provides opportunities to design curricula that enable students to integrate reflexive and reflective practice.
DOI
https://doi.org/10.21606/nordes.2005.036
Citation
Raein, M.(2005) From Practice to Reflection and on to Reflexivity., in Binder, T., Redström, J. (eds.), Nordes 2005: In the making, 29-31 May, Royal Danish Academy of Fine Arts, Copenhagen, Denmark. https://doi.org/10.21606/nordes.2005.036
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
From Practice to Reflection and on to Reflexivity.
Traditionally, art and design education in many higher education institutions has been characterised by a split between the teaching of theory and practice. This article argues that this split ignores the possible common ground between the two, largely to the disadvantage of students. In particular, it will examine how and why many art and design students feel alienated by the methods employed in the teaching of theory. The article further argues that there is a role for research as a common ground between theory and practice, and this common ground provides opportunities to design curricula that enable students to integrate reflexive and reflective practice.