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The following research investigates why a significant proportion of higher education art school students struggle with critical studies (the theoretical, written course component) and what can be done to remedy this. By employing a pragmatic, mixed-methods approach that combines action research and arts-based practice, the findings suggest that the dichotomy of theoretical and practical course delivery within an art school setting perpetuates a theory/praxis schism in student learning. A potential solution to this binary learning system emerges from this research by suggesting how arts-based pedagogy combined with formal writing conventions may increase student’s critical studies academic comprehension. A new epistemological term emerges to classify this learning and teaching approach as ‘thraxis’, which is defined as a triadic delivery of art school education (theory – thraxis – praxis). Thraxis proposes a bridging point to more effective theoretical engagement via arts-based protocols that destabilizes the division between studio practice and theoretical enquiry.
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https://doi.org/10.1386/eta_00211_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.