ABSTRACT
This chapter proposes that the theory/practice divide, in which 'theory' is conceptualised as Other to practice, is artificial – and yet is frequently reinforced in art education. It also proposes reconceptualising both 'theory' and 'practice', based on the view that 'theory' is a broad term encompassing a range of 'practices'. As such, it is 'theory' itself that is unpicked rather than one of its specific manifestations (that is, critical and contextual studies (CCS)). As with all binaries, issues of status and hierarchy are embroiled in the theory/practice divide; this chapter offers suggestions for reconceptualising this relationship. As with all binaries, the theory/practice dualism sets up an unequal relationship. The division of theory and practice as such produces two obvious models for understanding art-making: theory-led and practice-led. Both will be familiar to teachers and students of art and design; however, they can be more formulaic and prescribed than integrative practice. art-making,.
