Dr Jenny Rintoul's Outputs (13)

Writing Joyishly (2024)
Presentation / Conference Contribution

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 Contribution

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 Contribution

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 Contribution

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.

'I came here to do art, not English': Antecedent subject subcultures meet current practices of writing in art and design education (2022)
Journal Article

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 separa... Read More about 'I came here to do art, not English': Antecedent subject subcultures meet current practices of writing in art and design education.

The radical potential in becoming: Disembodied breasts and maternal femininity (2022)
Presentation / Conference Contribution

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.

From nursing Virgins to brelfies: The project of maternal femininity (2019)
Journal Article

Contemporary debates about breastfeeding are saturated with ideas about what constitutes ‘good’ and ‘bad’ mothering, ‘achieved’ or ‘failed’ femininity frequently derived from Christian representations of the Virgin Mother. In this article we trace de... Read More about From nursing Virgins to brelfies: The project of maternal femininity.

Curricula models for teaching critical and contextual studies (2018)
Journal Article

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 stu... Read More about Curricula models for teaching critical and contextual studies.

Intuitive integration: A curricula model for teaching Critical and Contextual Studies (2017)
Presentation / Conference Contribution

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 Contribution

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.

Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education (2016)
Book

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 S... Read More about Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education.

‘That Tricky Subject’: The Integration of Contextual Studies in pre-Degree Art and Design Education (2016)
Journal Article

© 2016 The Authors. iJADE © 2016 NSEAD/John Wiley & Sons Ltd Contextual studies (CS), ‘theory’, ‘visual culture’ or ‘art history’ (amongst other labels) refer to a regular and often compulsory feature in art and design education. However, this take... Read More about ‘That Tricky Subject’: The Integration of Contextual Studies in pre-Degree Art and Design Education.

Theory and (in) Practice: The Problem of Integration in Art and Design Education (2014)
Journal Article

© 2014 NSEAD/John Wiley Sons Ltd. This paper examines the relationship between art 'theory' and art 'practice' in British art education at post-compulsory level, with a focus on the ways in which theory is framed and delivered and what this means for... Read More about Theory and (in) Practice: The Problem of Integration in Art and Design Education.