Riley, Howard (2019) Learning drawing: Sustaining the primacy of visualcy within a neo-liberal artschool curriculum. Drawing: Research, Theory, Practice, 4 (2). pp. 299-309. ISSN 2057-0384
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Riley, H. Learning drawing, November 2019b.pdf - Accepted Version Available under License CC-BY-NC-ND Creative Commons Attribution Non-commercial No Derivatives. Download (785kB) | Preview |
Abstract
The paper champions an articulacy in drawing – visualcy – as central to a visual arts pedagogy, arguing that the one domain of human inquiry which distinguishes the visual arts from other disciplines is surely that surrounding the faculty of vision. The ascendency within the artworld of a relational aesthetics often devoid of perceptual insights is traced through a brief history of the relationships between visual artforms and their sociopolitical contexts, culminating with the shift of emphasis away from the perceptually intriguing and towards the contemporary imperatives of a professional practice defined in terms of the neo-liberal values permeating the UK Higher Education sector since 2010. The text rehabilitates the Formalist notion of enstrangement as a means of revitalizing the primacy of perceptual inquiry over ‘looking through language’, and is illustrated with drawings by the author.
| Item Type: | Article |
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| Uncontrolled Keywords: | drawing neo-liberalism revocational art convocational art enstrangement perceptual and conceptual intrigue |
| Subjects: | B Philosophy. Psychology. Religion > BH Aesthetics L Education > LB Theory and practice of education N Fine Arts > NC Drawing Design Illustration |
| Divisions: | Institutes and Academies > Wales Institute for Science & Art (WISA) > Academic Discipline: Art & Media |
| Depositing User: | Lesley Cresswell |
| Date Deposited: | 28 Nov 2019 12:53 |
| Last Modified: | 11 Sep 2024 17:01 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/1128 |
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