Teaching Painting: How Can Painting be Taught in Art Schools

Moloney, Donal and Hartshorne, Ian and Quaife, Magnus and Sturgis, Daniel and Brennan, Gordon and Alistair, Payne and McClenaghen, John and Gonczarow, Ian and Staff, Craig and Mieves, Christian and Ayliffe, Maggie and Horton, Sarah and Longworth-West, Sarah and Kaye, Sean and Taylor, Sarah and McKenzie, Dougal and MacKenzie, Stuart and Mark Wright, Joseph and Erkkilla, Jaana and Wallace, Rebecca and Seymour, Pip Teaching Painting: How Can Painting be Taught in Art Schools. In: Teaching Painting: How Can Painting be Taught in Art Schools. N/A, 1 (1). Black Dog Publishing, London UK, pp. 51-52. ISBN 9781911164104

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The ways in which painting is taught within art schools and academies have undergone several significant changes in recent years. As the barriers between media have eroded into more fluid borders, art schools have responded by adapting and evolving. Many painting departments have been absorbed into general fine art courses, but the development of specialist painting courses and pathways still continues. How have these courses defined and redefined themselves to reflect the current artistic landscape, and how can painting maintain an identity within nonspecialist approaches?

This book includes contributions by Maggie Ayliffe and Christian Mieves, senior lecturers at Wolverhampton School of Art, who write about their Dirty Practice workshop that introduces risk and open-ended approaches to painting; Ian Gonczarow, who discusses how painting can be approached and taught in a post-analogue world; and Sarah Horton and Sarah Longworth-West, who detail their series of workshops that encourage a quick rotation through different, overlapping approaches to producing work.

Item Type: Book Section
Keywords: teaching, painting, contemporary painting, pedagogy, fine art, higher education
Faculty / Department: Faculty of Arts & Humanities > Fine and Applied Art (up to 30th April 2018)
Depositing User: Donal Moloney
Date Deposited: 15 Dec 2017 09:33
Last Modified: 15 Dec 2017 09:33
URI: https://hira.hope.ac.uk/id/eprint/2321

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