"Pictures for Schools": Visual Education in the Classroom and the Art Gallery

Autor/in	Bradbury, Natalie
Titel	"Pictures for Schools": Visual Education in the Classroom and the Art Gallery
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 1-2, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bradbury, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1881132
Schlagwörter	Foreign Countries; Art Education; Art Products; School Buildings; Educational History; Visual Arts; Classroom Environment; Exhibits; Self Expression; High School Students; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Produktion; School building; Schulgebäude; History of education; Bildungsgeschichte; Optische Gestaltung; Klassenklima; Unterrichtsklima; Ausdruck; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This paper focuses on "Pictures for Schools," an art patronage scheme established in postwar Britain by the artist and educationalist Nan Youngman (1906-1995) to sell affordable works of art to educational establishments. Highlighting the use of works of art as a pedagogical tool, "Pictures for Schools" is contextualised within a wider programme of visual education, which encouraged citizens to be critical observers of the places and objects which surrounded them everyday in postwar Britain. The paper explores the ways in which artworks offered children a critical education across two types of educational spaces, the classroom and the art gallery. Using material from Youngman's archives, it visits a series of educational spaces where, in the decade leading up to the Second World War, and influenced by the educationalists Marion Richardson and Henry Morris, Youngman established the the value of the active, participatory form of art education she later promoted through "Pictures for Schools." The paper then explores the ways in which "Pictures for Schools" worked to develop children's skills as critical observers. At the first "Pictures for Schools" exhibition, held in 1947 at the Victoria and Albert Museum in London, children voted for their favourite exhibit. At later exhibitions, held annually until 1969, children were given questionnaires which encouraged them to look closely at the artworks. This paper argues that in doing this, "Pictures for Schools" aimed to develop the critical capacities of future citizens who were asked to play an active part in postwar reconstruction and society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01