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The basic story is this: students held a teach-in at Hornsey College of Art, and once everyone got talking about Art Education, rather than their subjects, they found the whole set-up profoundly unsatisfactory, so they refused to leave (and stayed in place for six weeks), reviewing the situation and issuing discussion documents. Staff who agreed with the students joined them; Guildford College came out too, after which there was action at most of the English Schools of Art & Design. The intellectual and creative worlds were sympathetic or enthusiastic; delegations were sent out; a book was written and published by Penguin Education; Pat Holland made a film.

Most of the people whose hands were allegedly on the levers of power said we should address the next lever above, or alongside; the Local Authority (whose Councillors had just been elected in an unexpected Conservative landslide) had no idea what to do; the Education Minister, Shirley Williams, said that the Government had just received a black eye for intervening in an educational dispute, so there was nothing she could do, tho’ she did give us a cup of tea and a biscuit. In this power vacuum the creative debate flourished. Even those, Sir William Coldstream and Sir John Summerson, who had set up the new system in Art & Design Education, the new Diploma in Art and Design, (supposed to be, but not actually, degree-level – ie if you went out & got a job as a teacher you weren’t paid the same rate as a graduate -) joined the debate in a friendly way. This was an intellectual revolution, not street-fighting: the only violent act was the sending-in of Alsation dogs and dog-handlers by the local Aldermen to keep students out, quickly neutralised by student dog-lovers (biscuits again). As in Paris, where students were usurping the role of the working class, (according to Revolution Pundits), the Hornsey mob were not making things, drawing, photographing, designing: they were usurping the role of the universities by using their brains rather than their manual skills.

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Students and staff at Hornsey were doing what William Morris would have wished them to do: that is, they were examining their role in society, and examining the sort of society they might wish to have a role in. Their specific concerns, at a practical level, were summarized as follows by P-BD in The Hornsey Affair: The Educational Debate:

“.first of all, the conditions of entry into our sphere of higher education; secondly, the problem of beginning studies (and by implication, of art education in schools); thirdly, the question of specialisation(the old structure was largely ruled by rigid specialisation); fourth, the out-dated distinction between ‘diploma’ and ‘vocational’ courses in art education; and fifth, the concept of an ‘open-ended’ type of education, with more freedom and flexibility built into it than the old one we were rejecting.”

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The Hornsey Affair, p.106

To repeat a most important point, the Hornsey Sit-In debates and documents are simultaneously about the nature of the State and our part in it, about some issues which were current at the time, and some existing structures which needed to be examined and reformed. We did not fight with the Police in the streets as they did in Paris, because here the State was not directly repressive: the local Police were happy to come in and use the canteen, which had been taken over and successfully run by the students.

Some idea of the feeling of the time can be experienced in the Hornsey Film:

 http://player.bfi.org.uk/film/watch-the-hornsey-film-1970

The Hornsey Affair, Penguin Education Special, 1969 was written by many of those who took part in the Sit-In, but has been out of print for some decades. More recently, using material which later became available, Hornsey 1968 by Lisa Tickner, Frances Lincoln, 2008 is a substantial account. And then of course there is the Student Unrest ’68 show at the Tate to look forward to.

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TO Litho Vine Ladder copyHere are some pictures by Edwin (Tony) Oldfield. To put them in a context I should say that I have been reading the recent Eric Ravilious biography*, which in turn sent me to Tirzah Garwood’s autobiography* I very much enjoyed this last – sometimes a bit naïve, but perceptive, warm and brave, always a real person speaking. Tirzah was married to Eric Ravilious, who had studied at the Royal College of Art under Paul Nash, along with Edward Bawden, Enid Marx and others.The RCA seems to have dwindled into a rather fusty fine art college so William Rothenstein was sent in 1920 to revitalise it, especially in traniing designers. But William Morris’ generous concept of a community of makers was abandoned for a hierarchy in which ‘design’ was distinctly inferior to fine art. It is worth here quoting Morris’ rousing advocacy of a continuum of art and design

Now as to the scope and nature of these Arts I have to say, that though when I come more into the details of my subject, I shall not meddle much with the great art of Architecture, and less still with the great arts commonly called Painting and Sculpture, yet I cannot in my own mind quite sever them from those lesser so-called Decorative Arts, which I have to speak about. It is only in latter times,and under the most intricate conditions of life that they have fallen apart from one another; and I hold that, when they are so parted, it is ill for the Arts altogether:the lesser ones become trivial, mechanical, unintelligent, incapable of resisting the changes pressed on them by fashion or dishonesty; while the greater, however they may be practiced for a while by men of great minds and wonder-working-hands, unhelped by the lesser, unhelped by each other, are sure to lose their dignity of popular arts, and become nothing but dull adjuncts to unmeaning pomp, or ingenious toys for a few rich and idle men.

William Morris: The Lesser Arts, 1877

Back at the RCA, in 1922. Enid Marx, who was a very gifted student, was ‘denied her painting diploma by teachers who disapproved of her “Fauvist inclinations”’ [ Friend p.57]. Her work was said to be ‘vulgar’ (Wikipedia). She left the RCA in 1925 and became a very successful fabric designer thereafter. Tirzah writes that after the RCA ‘Eric had an inferiority complex because he was a designer, and it took years to get rid of this feeling.’ [Ullmann p.167], and later, more bitterly ‘Eric aimed modestly at being a good second rate painter and engraver’. [Ullmann p.168].

In a later generation of RCA students, Tony Oldfield was failed at the end of his course (1932) by Rothenstein, for being ‘artistically insincere and too much influenced by the French,’ (which might easily have been said about Rothenstein himself in the ’90s). Fortunately his local authority (the West Riding of Yorkshire) paid for him to do another year, after which, having produced his quota of fake Rothensteins, he was given his Diploma. ‘They made me a liar!’ he said.

He emerged from the RCA in the deepest trough of the recession: his wife, Nora, said that she married him to cheer him up, and they used a curtain-ring at the wedding. Tony never really recovered his self confidence (or alternatively, did not have a very great ego anyway), though his critical eye was sharp, and sharpened as he aged.

 

 

 

Tony Oldfield was a fine, but little known, artist, an impressive draughtsman and a great teacher. He also designed and built furniture and made ceramic pieces. As far as I can see there is at present only one image of his work available on the Internet, which is a shame, so here are four more for anyone who might be interested.

*Ravilious and Co, the Pattern of Friendship, Andy Friend, Thames and Hudson, 2017

*Long Live Great Bardfield, the Autobiography of Tirzah Garwood. ed Anne Ullmann, Persephone Books, London, 2016

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