Identifying the Core in the Subject of Fine Art

My research explores the interface between educational policy, government directives, developments in the subject discipline and the teaching and learning of the subject itself. This paper had as its base a chapter in my D.Phil thesis “Drawing the Line: The Effects of The Changes in Higher Education on the Subject of Fine Art”.

This paper explored the main characteristics of fine art and how its elements combine to create a distinctive learning environment. Taking the premise that fine art encourages the development of individual artistic practice and enables individual students to articulate and define the contexts they work within, this paper considered how fine art students come to develop their particular ways of thinking, seeing and conceptualising. Referencing the Art and Design Subject Benchmark statements the paper argued that in fine art education, a set of principles, core characteristics, skills and abilities are combined to create a learning environment that gives its graduates a set of abilities that are particularly relevant to contemporary society.

Its distinction from existing work (Walker 2000, Payne 2000, Hillier 1996) is its analysis. Achieved through interviews with key representatives from across the fine art education sector, factors such as expansion, excellence and equity were set against teaching and learning methods, curriculum content and needs of students. This formed the basis for recommendations for the future of fine art and understanding of how a subject is constructed and adjusts to external pressures. The research thereby contributes to the analysis of fine art and furthering pedagogic research.

Scrutinised by the editorial board and indirectly as part of my D.Phil, the paper can be seen as part of the iJADE publication series.

Abstract

This paper explores the basis and main characteristics of fine art as a subject discipline and looks at how these elements combine to create a distinctive and in many ways unique learning environment. Taking the premise that fine art as a subject discipline is concerned with encouraging the development of individual artistic practice and enabling the student to articulate and define the social and cultural context that they are working within, this paper considers how fine art students come to develop alternative ways of thinking, seeing and conceptualising. Referring to the Art and Design Subject Benchmark statements the paper argues that in a fine art education, a set of principles, core characteristics, skills and abilities are combined to create a unique learning environment that gives its graduates a set of abilities that are particularly relevant to our complex society.

Professor Frances Corner's research projects have examined issues such as lifelong learning, employability and skills as well as teaching and learning methods, whilst her professional experience includes work for a number of bodies including DCMS and NESTA supporting the creative and cultural industries.

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