Integrating theory and practice: A critical pedagogy in art education

Olalere, Folasayo Enoch (2018). Integrating theory and practice: A critical pedagogy in art education. International Journal of Humanities Education, 16(3) pp. 1–8.

DOI: https://doi.org/10.18848/2327-0063/CGP/v16i03/1-8

Abstract

The concerns around the interrelation of theory and practice have been manifested in several debates about the role of critical theory in art studio practices. There is a widely held assumption in art teaching that theory gets in the way of creativity and spontaneity, and this opposition is commonly articulated in terms of visual versus verbal intelligence. However, lately, a prevailing belief has developed that putting theory into practice encourages students to engage with complex ideas and explore related art concepts through studio activities. Hence, this article seeks to develop a teaching, learning, and assessment strategy for integrated art theory and practice. The article identifies the dimensions of contrast between the “worlds” of theory and practice, and then engages with social constructivist perspectives on teaching and learning to conceptualise an integrated strategy that can improve students’ cognitive and hands-on creativity skills. It is believed that a successful implementation of this strategy can help bridge the gap between theory and practice in art education.

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