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| 'Untitled (From The New School) 17', Acrylics & Adhesive Stars on Panel, 300 mm x 300 mm x 106 mm, 2023 |
Here’s another recently completed ‘From The New School’ painting. The overall rationale behind this series was explained long ago and can be read elsewhere. Suffice it to say, each one is intended to reflect some specific aspect of, or set of assumptions about, institutionalised education in visual/stylistic terms. In some cases, the focus has been relatively specific. In others, the themes are possibly a little more more generalised (or just based on my own intuitive responses to another day spent earning a crust on the school premises). Clearly, each one also acts as an opportunity to consciously try my hand at a different aesthetic trope or method of application (even if most revert to some form of hard-edged formalism by default).
In this case, the intention was to cheerfully embrace a form of kitsch, 1960s-style Pop naivety, possibly reminiscent of ‘Yellow Submarine’ or George Harrison’s clumsily-painted ‘Rocky’ guitar. Competing colours were juxtaposed on a whim, and masking of straight edges deliberately avoided. Brushwork showed little regard for surface refinement, and the general attitude was one of ‘if in doubt – stick something else in’ (including fluorescents, pearlescents and sparkly stars).
Harder rock sounds and Glam stomping had long since replaced lysergic nursery rhymes in the charts by the time I began my own secondary school career in the mid '70s . However, It's fair to say that some wistful memory of the psychedelic late 60’s (including a degree of vestigial utopianism) still lingered on in diluted form. That all seems a very long time ago, but even now, I sometimes detect a whiff of incense and peppermints in some of the New-Agey ‘wellness’ agendas that have appeared in education of late, as a constrained attempt at strategic stress-relief. I’m also regularly surprised just how persistently a quaint, untutored primary-school sensibility lingers amongst many of our teenage charges - even as our harassed teachers struggle to instil the principles of colour-theory, composition and ‘The Formal Elements of Art’ in the limited time available to them.
Groovy (man)!
