All Outputs (7)

Writing Joyishly (2024)
Presentation / Conference
Bell, R., Rintoul, J., Johnson, C., Miles, R., Lockheart, J., & Lee, J. (2024, April). Writing Joyishly. Presented at Workshop for the Association for Art History Conference 2024, University of Bristol

Workshop for the Association for Art History Conference 2024 University of Bristol, 3-5 April 2024 Session Convenors: Rebecca Bell, UWE Bristol; Clare Johnson, UWE Bristol; Rachael Miles, UWE Bristol; Jenny Rintoul, UWE Bristol; Joanne Lee, Sheff... Read More about Writing Joyishly.

Space to think critically: Pedagogies of Joy and Critical & Contextual Studies (2023)
Presentation / Conference
Rintoul, J. (2023, November). Space to think critically: Pedagogies of Joy and Critical & Contextual Studies. Paper presented at Teaching Beyond the Curriculum (Session: Critical Speculations of Art School Education), Glasgow School of Art, UK; Louisiana State University, USA; Wenzhou-Kean University, China

Critical and Contextual Studies (CCS) alludes to a curricula space commonly associated with writing, ‘theory’ and critical thinking in the Art School. Models of CCS differ from institution to institution; while some appear isolated from the studio, o... Read More about Space to think critically: Pedagogies of Joy and Critical & Contextual Studies.

Writing Practices in the Art School: Conference panel (2023)
Presentation / Conference
Rintoul, J., Bell, R., Miles, R., Lockheart, J., & Lee, J. (2023, June). Writing Practices in the Art School: Conference panel. Presented at On Not Knowing: How Artists Teach, The Glasgow School of Art

Writing practices are no less complex or more ‘knowing’ than making practices, and yet they continue to be mythologised in the Art School as cerebral, formulaic and Other to making. Writing has been cultured into artist and artist-teacher training as... Read More about Writing Practices in the Art School: Conference panel.

Writing practices, socialisation and subject cultures: Visual culture pedagogies (2023)
Presentation / Conference
Rintoul, J. (2023, June). Writing practices, socialisation and subject cultures: Visual culture pedagogies. Paper presented at On Not Knowing: How Artists Teach, The Glasgow School of Art

The social and historical construction of Visual Culture is entangled in a false theory/practice binary that presents writing as cerebral and formulaic. Through this construction, writing is often conflated with an essay assessment and a transmission... Read More about Writing practices, socialisation and subject cultures: Visual culture pedagogies.

The radical potential in becoming: Disembodied breasts and maternal femininity (2022)
Presentation / Conference
Rintoul, J., & Johnson, C. (2022, May). The radical potential in becoming: Disembodied breasts and maternal femininity. Paper presented at The Virgin’s Milk in Global Perspective: On the Fluidity of Images and the Politics of Divine Presence, Amherst College, Massachusetts, USA

Renaissance depictions of the Nursing Virgin are replete with incongruities and juxtapositions. Her rounded feeding breast is absurdly positioned and shaped in contrast to a flat space where her non-feeding breast should be; She has a dual identity a... Read More about The radical potential in becoming: Disembodied breasts and maternal femininity.

Intuitive integration: A curricula model for teaching Critical and Contextual Studies (2017)
Presentation / Conference
Rintoul, J. (2017, November). Intuitive integration: A curricula model for teaching Critical and Contextual Studies. Paper presented at International Journal of Art and Design Education (iJADE) annual conference: Art and Design as Agent for Change, National College of Art and Design (NCAD), Dublin, Ireland

This conference paper proposes a curricula model and pedagogical approach that encourages students to work ‘intuitively’ as a means to empower them as learners and artists. This model draws together seemingly disparate knowledges from the studio and... Read More about Intuitive integration: A curricula model for teaching Critical and Contextual Studies.

Intuitive integration: A proposal for course design (2017)
Presentation / Conference
Rintoul, J. (2017, November). Intuitive integration: A proposal for course design. Paper presented at public symposium hosted by UWE Visual Culture Research Group (VCRG): Re-thinking Thinking in art and design education - thoughts on/from/with practice, Arnolfini, Bristol, England

Critical and Contextual Studies, Critical Studies, Contextual Studies, Visual Culture, Theory, Research, Art History and Contextual & Historical Studies are some of the many terms in circulation for forms of ‘theory’ in art and design education. Notw... Read More about Intuitive integration: A proposal for course design.