Paint me an essay: Investigating the potential for arts-based approaches to enhance critical studies.
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| Title: | Paint me an essay: Investigating the potential for arts-based approaches to enhance critical studies. |
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| Authors: | Frew, James1 (AUTHOR) jfrew@oncampus.global |
| Source: | International Journal of Education through Art. Sep2025, Vol. 21 Issue 3, p399-419. 21p. |
| Subject Terms: | *Art schools, *Theory-practice relationship, *Teaching methods, *Mixed methods research, *Higher education, *Discourse analysis, *Education methodology, Art |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17435234 |
| DOI: | 10.1386/eta_00211_1 |
