Lifting the Lid On Art Education

Payne, Antonia (2004) Lifting the Lid On Art Education. In: A Curriculum for Artists. Ruskin School of Drawing and Fine Art, Oxford, UK, pp. 52-57. ISBN 0953852539

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Abstract / Summary

‘A Curriculum for Artists’ concluded the first, survey phase of research into UK HE Fine Art curricula, conducted by Susan Brind and led by The Laboratory, Ruskin School of Drawing & Fine Art, University of Oxford and the New York Academy of Art. Payne and others were invited to respond to findings.

Drawing also on her own preparatory research, Payne suggests that meaningful consideration of a Fine Art curriculum requires renewed attention to the purposes and aspirations of a Fine Art education. She proposes that what practising artists ‘do’ is no longer necessarily reflected by institutional and governmental expectations of mainstream Fine Art courses, and highlights the radical implications of this situation. She argues an urgent need for creating conditions that encourage artists to re-populate the academy, questioning whether the national, curricular homogeneity identified by Brind is an appropriate response to increasingly diverse expectations. She concludes by proposing the need for “a persuasive case, at the level of the State, for an enquiry into the role of higher education within contemporary visual arts culture, and for the absolute necessity of those who are leading the enquiry to be first and foremost artists whose practices lie as much outside the Academy as within it.”

Item Type: Book Chapter
Additional Information: The essay’s publication led to participation in the Anaphiel Foundation-funded ‘A 21st Century School for the Arts’ international series of round-table research symposia. (The event involving Payne held in Miami, March 2005). Convened by Bruce W. Ferguson, Dean of the Columbia School of the Arts, Steven Henry Madoff, former Editor ARTnews, and David A. Ross, former Director of the San Francisco Museum of Modern Art and the Whitney Museum, the entire series was ‘framed’ by five ‘readings’ (including Payne’s essay), distributed to participants in advance.
ISBN: 0953852539
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Depositing User: Ex Falmouth Staff
Date Deposited: 07 Aug 2014 13:16
Last Modified: 07 Aug 2014 13:16
URI: http://repository.falmouth.ac.uk/id/eprint/554

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