ABSTRACT
The nature of knowledge and knowing has a direct relationship with the way that curriculum is understood and enacted in art and design. The curriculum prepares students to become practitioners in their own right and is therefore primarily vocational in nature, intimately connected with life outside the university but requiring access to powerful knowledge through critical and theoretical approaches. The plasticity of knowledge in art and design demands an experiential curriculum in which theory and practice are frequently under tension. The importance of knowledges that span the tacit, explicit and the embodied all contribute to ways we understand practice based pedagogy in the studio.
