Curricula models for teaching critical and contextual studies

This article is a review of my book ‘Integrating Critical and Contextual Studies in Art and Design: possibilities for post-compulsory education’, in which I examine, at post-16, the relationship between studio practice and critical and contextual studies (CCS). I argue for discrete delivery of CCS as a support to, rather than a deterrent to, integration.Rintoul, J (2018) Curricula models for teaching Critical and Contextual Studies in Leach, S (Ed) AD magazine (NSEAD), issue 22, April 2018, pp.16-1

Challenges and opportunities for conducting a vaccine trial during the COVID-19 pandemic in the United Kingdom

The COVID-19 pandemic has resulted in unprecedented challenges for healthcare systems worldwide. It has also stimulated research in a wide range of areas including rapid diagnostics, novel therapeutics, use of technology to track patients and vaccine development. Here, we describe our experience of rapidly setting up and delivering a novel COVID-19 vaccine trial, using clinical and research staff and facilities in three National Health Service Trusts in Cambridgeshire, United Kingdom. We encountered and overcame a number of challenges including differences in organisational structures, research facilities available, staff experience and skills, information technology and communications infrastructure, and research training and assessment procedures. We overcame these by setting up a project team that included key members from all three organisations that met at least daily by teleconference. This group together worked to identify the best practices and procedures and to harmonise and cascade these to the wider trial team. This enabled us to set up the trial within 25 days and to recruit and vaccinate the participants within a further 23 days. The lessons learned from our experiences could be used to inform the conduct of clinical trials during a future infectious disease pandemic or public health emergency

Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education

Integrating Critical and Contextual Studies in Art and Design examines the relationship between two aspects of art education that appear at times inseparable or even indistinguishable, and at others isolated and in conflict: Critical and Contextual Studies (CCS) and studio practice. Underpinned by international contexts, this book is rooted in British art and design education and draws upon contemporary case studies of teaching and learning in post-compulsory settings in order to analyse and illustrate identities and practices of CCS and its integration.The chapters in this book are divided into three sections that build on one another: ‘Discourse and debate’; ‘Models, types and tensions’; and ‘Proposals and recommendations’. Key issues include:•knowledge hierarchies and subject histories and identities; •constructions of ‘theory’ and the symbiotic relationship between theory and practice;•models and practices of CCS within current post-compulsory British art and design education;•the reification of ubiquitous terms in the fields of art and design and of education: intuition and integration; •approaches to curriculum integration, including design and management; and•suggestions for integrating CCS in art and design courses, including implications for pedagogy and assessment. Integrating Critical and Contextual Studies in Art and Design offers a comprehensive analysis of the current drive towards integration within art education, and elucidates what we understand by the theory and practice of integration. It explores the history, theory, teaching and student experience of CCS, and will be of interest to lecturers, teachers and pedagogues involved in art and design as well as researchers and students of art education

‘I came here to do art, not English’: Antecedent subject subcultures meet current practices of writing in art and design education

A writing/making divide, within the broader theory/practice myth, is part of the historical narrative in art and design education that both clashes with, and persists in, current practices of writing in art and design. The theory/practice myth separates thinking from doing, head from hand, and writing from making, causing internal frictions in art and design subjects. This article provides a historical and contextual mapping of the writing/making binary in creative practice, drawing on Ivor Goodson’s (1993, 1995, 1997, 2002) work on ‘antecedent subject subcultures’ to discuss the formation and maintenance of subject cultures and – ultimately – their potential to change

Integrating Critical and Contextual Studies in Art and Design : Possibilities for post-compulsory education

Integrating Critical and Contextual Studies in Art and Design examines the relationship between two aspects of art education that appear at times inseparable or even indistinguishable, and at others isolated and in conflict: Critical and Contextual Studies (CCS) and studio practice. Underpinned by international contexts, this book is rooted in British art and design education and draws upon contemporary case studies of teaching and learning in post-compulsory settings in order to analyse and illustrate identities and practices of CCS and its integration. The chapters in this book are divided into three sections that build on one another: ?Discourse and debate?; ?Models, types and tensions?; and ?Proposals and recommendations?. Key issues include:knowledge hierarchies and subject histories and identities;constructions of ?theory? and the symbiotic relationship between theory and practice;models and practices of CCS within current post-compulsory British art and design education;the reification of ubiquitous terms in the fields of art and design and of education: intuition and integration; approaches to curriculum integration, including design and management;and suggestions for integrating CCS in art and design courses, including implications for pedagogy and assessment. Integrating Critical and Contextual Studies in Art and Design offers a comprehensive analysis of the current drive towards integration within art education, and elucidates what we understand by the theory and practice of integration. It explores the history, theory, teaching and student experience of CCS, and will be of interest to lecturers, teachers and pedagogues involved in art and design as well as researchers and students of art education