Pictures for Schools: educating the aesthetic citizen 1947-1969 (paper at the New and Emerging postgraduate research in historical geography session, RGS-IBG conference)Posted: March 3, 2014
I have recently been accepted to do a 15-minute paper in the New and Emerging postgraduate research in historical geography session, sponsored by the Historical Geography Research Group, at the RGS-IBG summer conference in London at the end of August. Abstract below.
Pictures for Schools: educating the aesthetic citizen 1947-1969
This paper will show how Pictures for Schools, a scheme which has been the subject of little previous research, aimed to develop the so-called ‘aesthetic citizen’ and emphasised the part that making aesthetically-informed choices could play in the development of a new ‘design for life’ for modern, post-war Britain.
The inter- and post-war years saw an increased emphasis on developing British citizens’ awareness of their power to improve their own environments. Matless (1996) has identified a form of ‘aesthetic citizenship’, prioritising visual education and aesthetic appreciation, which, whilst partly linked to enjoyment, tied into ideas about the responsibilities of the citizen, their role in the reconstruction process and the creation of a future vision of Britain.
Part of the nation’s visual education was the move to make art and design more accessible to the population in the post-war period. One scheme for widening access to original works of art was Pictures for Schools, an annual series of exhibitions of artworks by British artists which took place between 1947 and 1969. Pictures for Schools was aimed explicitly at developing the visual skills and discernment of the next generation of citizens, targeting works for sale to schools and local education authorities and highlighting the individual and social benefits of exposure to original works of art as children grew up.
In this paper I explore how the organisers of Pictures for Schools emphasised the importance of environment on children’s education, prioritising modes of education which encouraged children develop their skills of looking, seeing and describing what was around them; skills they could then take forward into their adult lives as citizens capable of making effective taste judgments and actively shaping their environments.