Abstract

This article investigates a process through which Drawing and Art History & Theory can be embedded in a tertiary art school curriculum functioning in transdisciplinary mode. It sketches a particular background for such an attempt and then provides a ‘slice’ from a course outline as an example to focus on. The example includes four related and integrated streams in table format: an art historical context, an art theoretical field, a drawing idea and a drawing activity. The article provides related content for these through a brief exploration of the art theoretical field of phenomenology as expounded from Maurice Merleau-Ponty in 1945 to David Abram in 2007; it moves from there to an art historical context in the 1960s and 70s which was heavily reliant on ideas about phenomenology;and it then connects the text with relevant examples of contemporary drawing practices as exemplars for student drawing in art historical and -theoretical context.