A Contemporary Pedagogy of Drawing

Riley, Howard (2021) A Contemporary Pedagogy of Drawing. Journal of Visual Art Practice, 20 (04). ISSN 1470-2029

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Official URL: https://doi.org/10.1080/14702029.2021.1980278

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.

Item Type: Article
Uncontrolled Keywords: Drawing; pedagogy; intelligence of seeing; visualcy; neoliberalism; creative arts economy
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
N Fine Arts > NC Drawing Design Illustration
Divisions: Institutes and Academies > Wales Institute for Science & Art (WISA) > Academic Discipline: Art & Media
Depositing User: Professor Howard Riley
Date Deposited: 27 Oct 2021 10:41
Last Modified: 20 Dec 2021 14:38
URI: https://repository.uwtsd.ac.uk/id/eprint/1812

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