'Untitled (From The New School) 4', Acrylic & Paper Collage On Panel, 30 cm X 30 cm X 106 mm, 2017 |
Here then, is ‘Untitled (From The New School) 4’. These little paintings seem to be coming
fairly thick and fast and, as already mentioned, it’s pleasing to have
something tangible to show for several months of groundwork (on several
projects), but relatively few actual ‘outcomes’.
I’ve come to
dislike that O-word with a mild passion, over the years, - associating it with the
edu-babble of theoretical jargon that besets the school system. It’s not an objection to the idea of
something tangible resulting from all that investment of effort by teachers and
learners alike (tick), but possibly something to do with the current assumption
that it must always be predictable
and measurable. However, in this
context, it actually feels highly appropriate.
As the title of this painting series suggests, an oblique reflection on
various competing ideologies and theoretical frameworks at play within
education, is an overarching theme within this work, (‘overarching’ – tick,
there’s another one).
Andrew Smith, 'The New School', Acrylic & Digital Print On Canvas, 2016 |
As also
previously mentioned, all this was ignited by the evocative title of Andrew Smith’s painting ‘The New School’. However I also earn my daily corn in a
supporting role in a secondary school which has, in recent years - been
extensively remodeled under the BSF programme [1.], reinvented itself as a Teaching School [2.], and become the flagship of an expanding Academy
chain [3.]. The rate of systemic change I’ve
observed bemusedly from the sidelines, over the last decade, has been
breathtaking. It seems inevitable
therefore, that there’s something of a personal, as well as a theoretical
resonance to all this.
It’s now clear
that the distinctly architectural motif from Andrew’s original painting is
becoming a repeat-carrier for a series of consciously selected modes of
painting, as the series develops. The
idea is that this might imply, in a non-specific sense, the imposition of
different theoretical, philosophical and political orthodoxies upon institutionalised
schooling, over the decades. I’m old
enough to remember the scrapping of the ‘11-Plus’ system, to have been educated
in a purpose-built 70s Comprehensive, (and to have been surprisingly committed
to the ideals it espoused – even at that tender age), and to now witness the
imposition of an ever more rigid business model, and talk of a return to
selective schooling. I feel moderately
qualified to comment, if only on the grounds of age alone, (“I’ve
seen ‘em come, and I’ve seen ‘em go…”etc.).
The first three panels display a gentle progression through a distinctly sunny mode of
hard-edged depiction, which could suggest a kind of utopian optimism – but equally,
a bland, PR-driven corporatism, I suppose. In ‘4’ however, things seem to have taken a somewhat more dystopian
turn. In fact, it’s actually a return to
the largely monochrome, hybrid form of painting/collage that characterised last year’s ‘Vestige’ paintings. If that evolved in a fairly organic manner
previously - here it’s been employed more consciously as another potential
‘style’, in accord with the greater intentionality of this current series.
If this is a
revisiting of the ‘Vestige’ aesthetic,
it’s illuminating to recall that it was also incorporated into the ground of
Andrew’s ‘The New School’ piece. Indeed, this whole process began following a
proposal that we should enter into an on-going process of reinterpreting or
reworking each other. It seems then that,
in this latest painting, not only am I in conscious dialogue with Andrew’s
work, but also my own.
'Vestige 2', Acrylics, paper Collage, Adhesive Tape, Ink, Spray Enamel & Misc. Solvents On Panel, 60 cm X 60 cm, 2016 |
[1.]: 'Building Schools For The Future': The most recent concerted attempt to renew Britain's school infrastructure in recent years. Begun under the previous Labour administration, and continued by the Tories. Many new builds have certainly been carried out - although exactly to what standard is debatable. Some have questioned its apparent role in diverting vast sums of much-needed public money into private hands.
[2.]: Similar to a Teaching Hospital - in that an institution aims to become a centre of excellence in training new teachers at the same time as educating children. Whilst the undoubted pressure-cooker effect of a one-year PGCE-type course still apply, there would certainly appear to be some valuable synergies under this model.
[3.]: Current political orthodoxy decrees that rapidly-expanding consortiums of increasingly autonomous educational institutions should assume the role once played by local government in the provision of state education. The pros and cons of this are complex and way beyond the scope of this blog post. Suffice it to say, cynics might argue that certain business imperatives must surely win-out over democratic or utopian ideals, under such a model - to some extent at least. Proponents doubtless see this as no problem at all.