Illustrating ways of teaching or supporting learning to develop subject-based knowledge

  • Adrian Holme: Lecturer, Theory Coordinator, BA Hons Illustration, Camberwell College of Art

Abstract

It is tempting to look at art and design pedagogy in a straightforward way in terms of practice and theory. The studio provides the practice, and other aspects of the curriculum, generally around writing, provide the theory that runs alongside and works with practice. It is a seductive proposal. But it is flawed. Firstly, the term 'theory', as applied to art and design education pedagogy, is problematic in a number of ways. It does not describe adequately the scope of what we are doing. Neither do terms such as 'context', 'contextual studies', 'criticality', 'critical studies' or even 'art history', capture what we (and other art and design courses) may provide. Our activities may include any and all of these. But there are further aspects that still escape these boundaries - and these may include things like philosophy, history, politics, economics, ethics, literature, poetry and so on. This aspect may be better described as an element of 'humanities' that runs along with, supports (and is also informed by) studio practice.

Secondly, the separation into practice and theory can imply that only practice goes on in the studio - which is far from the case. Ideas, theories, contextual matter and more, are frequently (perhaps always) in play in the making of work and in the teaching of practice. At Camberwell, since 2008 we have been developing a model of integrated teaching of practice and this humanities element, within illustration, which is outlined in the paper. The model is based upon the close collaboration of 'theory' and studio staff in wide aspects of the curriculum, so that practice and 'theory' are seen by students and staff to be seamlessly, constructively and creatively connected. This can of course be further developed and improved, but has been successful in terms of student attainment and feedback from students and external examiners.

This is a development of a paper presented at the Illustration Research Conference, Nancy, November 2017.