A contemporary pedagogy of drawing. (2nd October 2021)

• Record Type: Journal Article
• Authors: Riley, Howard
• Is Part Of: Journal of visual art practice. Volume 20:Number 4(2021)
• Page Start: 323
• Page End: 349
• Publication Date: 2021-10-02
• Subjects: Drawing -- pedagogy -- intelligence of seeing -- visualcy -- neoliberalism -- creative arts economy; Aesthetics -- Periodicals; Art -- Philosophy -- Periodicals; Art -- Study and teaching -- Periodicals; 701
• DOI: 10.1080/14702029.2021.1980278
• Languages: English
• ISSNs: 1758-9185

Abstract

ABSTRACT: This article reviews 20 years of attitudes to drawing pedagogy and looks forward with a studioful of post-pandemic optimism. It reiterates the importance of drawing in art schools as the most direct and economic means of nurturing our intelligence of seeing . Throughout the period, neoliberal policies directing the UK higher education curricula towards market-oriented criteria of success have eroded the foundation of a visual arts pedagogy: the exploration of the perceptual and its communication through visual language; educative activities of wider import than market concerns. An articulacy in drawing – visualcy – is fundamental to human culture, let alone preparation for professional practice in the visual arts and design disciplines. A remedial pedagogy is proposed, structured upon the two fundamental theoretical bases of visual perception and visual communication, illustrated with students' drawings and the author's efforts to practise what he preaches.