During my visits to the Nan Youngman collection at the University of Reading I had seen various references to BBC radio programmes which discussed Pictures for Schools. After following this up with archivists at the BBC I arranged a visit to the BBC Written Archives, tucked away in a bungalow in a residential area of Caversham in Reading, where they found me out several scripts on microfilm as well as material relating to other post-war BBC programming on art education.
Among the programmes was an extensive review of the 1955 Pictures for Schools exhibition on Children’s Hour by in-house art critic WR Dalzell (also a senior art master at independent Bedford School), who spent a considerable amount of time discussing and describing individual works, their subject matter and their effects – including painting, sculpture and embroidery – in detail, as well as explaining different artistic methods and media such as lithograph prints, and linking these techniques with children’s own work at school. Dalzell urged listeners to visit the exhibition for themselves, discussing the voting system for children to choose their favourite artworks, and ended by offering detailed public transport directions to get to the exhibition.
An episode of Today also included a brief segment on the 1965 Pictures for Schools exhibition, alongside an eclectic mix of items including George Melly on Nat King Cole and features on Esperanto, Dungeness Fish, falcons and an Islington building row, with Nan Youngman quizzed on students’ seeming preferences for abstract art that might be regarded as incomprehensible to their parents.
Another programme, a 1963 episode of World of Books, featured Nan Youngman interviewing Sybil Marshall about her 1963 book An Experiment in Education, which drew on her experiences in Cambridgeshire. Marshall was a teacher in a tiny village school in rural Cambridgeshire during Youngman’s time as county art advisor (1944-1954) and also attended Youngman’s classes for amateur painters and teachers. Youngman found Marshall’s work inspiring and encouraging, and took groups of overseas teachers to visit her students at school. The discussion encompassed the influence of educators such as Marion Richardson and Herbert Read, the pace of educational change and the extent to which educational innovation and experiment received acceptance or met with indifference or acceptance depending on the attitudes of individual teachers or heads.
I was also able to see correspondence regarding other programmes which were under discussion, including a proposed collaboration between writer Colin MacInnes and Nan Youngman on a programme about the British Council’s art education work overseas (Youngman acted as a lecturer and inspector for the British Council in various African and Caribbean countries) which appears never to have come to fruition.
Although I didn’t see any scripts, and it didn’t relate explicitly to Pictures for Schools, another file which absolutely fascinated me was a set of memos and reports dating from the late-1940s to the 1960s relating to a long-running radio series called Looking at Things. Designed as an educational course, the series appears to have been aimed primarily at secondary modern schools (though junior schools also made use of it) and accompanied by pamphlets which contained pictures of the ‘things’ under discussion as well as preparatory and writing activities for children to do in class. In keeping with a central theme I have identified in post-war discourse around education and reconstruction, the programme aimed to raise children’s standards of taste by encouraging them to look closely at everyday objects and places, from changes in fashion and interior decoration to modes and design of public transport, the style and function of buildings ranging from village churches and gothic cathedrals to new schools and civic centres, environments ranging from market or port towns and cathedral cities to new towns such as Peterlee, and new materials for manufacture and building. Experts were approached and enlisted to explain and present the topics under discussion, from eminent modern architects and professors to members of the Council for Industrial Design and furniture designers, although sometimes it was felt that the programme was too middle class, that experts did not fully understand the limitations of their audience, and that some of the language was unfamiliar to children, especially those from more deprived or urban backgrounds, to whom these objects or places may be out of reach. Although the programmes only occasionally seemed to refer directly to art per se, I felt that there were interesting educational parallels with Pictures for Schools, particularly in the way the programme really aimed to encourage children’s skills of close looking and seeing, particularly with reference to their future consumer purchases. There was also discussion of the series building links with Alexander Barclay Russell of the Society for Education through Art, under whose name Pictures for Schools was organised.
This week I made my fourth and final visit to see Nan Youngman’s papers at the University of Reading. It felt very much like a finishing up and plugging the gaps visit, and I know feel like I’ve looked at everything in the collection and seen the full scope of what’s there. I found out about some more minor details of the Pictures for Schools exhibitions such as how they were publicised – this included advertising at underground stations, and writing to London borough libraries to ask them to display leaflets.
One of the things I got from the trip was a real sense of who the educational buyers were from Pictures for Schools, and what types of artworks and which artists were particularly popular, through looking at a series of invoice books from 1949 to 1968 (although there are some gaps where invoice books are missing, including a long period in the 1950s).
Schools of all kinds, including secondary moderns, grammars, junior schools and independent schools purchased work from Pictures for Schools, sometimes on a one-off basis and sometimes as repeat buyers, with Manchester Grammar School being a particularly regular buyer (this interested me as Mrs Rutherston was frustrated that it failed to make use of Manchester Art Gallery’s Rutherston Loan Scheme, and seemed generally unimpressed with the quality of art teaching at the school). Other regular buyers included Greenwich Library in the 1960s, as well as various training colleges around the country, and occasionally adult, further and higher education establishments. Other buyers included county or city loan services linked with museums, including Reading Museum and Art Gallery (this service is still in operation and embroideries by artists including Constance Howard and Sadie Allen purchased through Pictures for Schools in the 1960s are still available for schools to borrow), Ferens Art Gallery, who made purchases on behalf of Hull Education Committee and the Leeds Loan Collection which was linked both with Leeds College of Art and Leeds Art Gallery.
Although, as I already knew, Derbyshire Museum Service made regular and extensive purchases, I revised my opinion a little about the number of local authorities making use of the scheme, who seem to be slightly less numerous and widespread than I thought, although Essex County Council, Kent, Cambridgeshire, Great Yarmouth, Cumberland/Carlisle, Northumberland/Newcastle, Lancashire, City of Coventry, Cambridgeshire/City of Cambridge, West Bromwich, City of Manchester, Shropshire, Worcestershire, Buckinghamshire, Oxford, Rochdale, the London County Council and later Nottingham and Scunthorpe and Bromley were enthusiastic and regular buyers from the scheme, with West Sussex, East Sussex, Norfolk, Bristol, Somerset, Devon, Dorset, East Yorkshire, Gloucester, Southampton, Bradford, Croydon, Kingston upon Thames, Rotherham, Birmingham and Harrow Schools Art Library making purchases more intermittently. I also realised I may have overstated the links between Pictures for Schools and counties such as the West Riding, Hertfordshire and Leicestershire, who I know to have had extensive loan collections and to have valued art in schools. Whilst they did certainly support Pictures for Schools in its early years, they appear to have stopped being regular purchasers by the late-1950s and 1960s, perhaps because they had become accustomed to buying art on a more year-round basis and approaching and liaising with artists and galleries direct. Educational buyers from Wales (and very occasionally Scotland) also made occasional purchases, although Wales had its own Pictures for Welsh Schools exhibitions from 1951 and a one-off Pictures for Scottish Schools exhibition was held in 1967. One thing I am interested in finding out more about are the art advisers who visited Pictures for Schools on behalf of county education committees, some of whom seem to have had interesting artistic careers and involvement in their own right, including Robert Washington, long-running art advisor for Essex.
I noticed that prints were by far the most popular item, probably due to their affordability (many buyers purchased prints unframed) with embroidery also popular and sculpture noticeably unpopular. One name which really stood out was the print-maker Peter Green, who seemed to make extensive sales at each exhibition, as did fellow print-makers Philip Greenwood, Michael Stokoe and Richard Tavener. Something else I noticed was that buyers often stuck with one artist and continued to collect their work year on year. As I’d observed previously, I also came across more correspondence from schools and local authorities which had purchased work from artists and wished to follow up by contacting the artists to ask for biographical or other information to complement the use of the works as learning resources, and sometimes to arrange local exhibitions of particular artists’ work.
Book review: The Architectures of Childhood: Children, Modern Architecture and Reconstruction in Postwar England by Roy KozlovskyPosted: September 16, 2014
I recently reviewed Roy Kozlovsky’s book The Architectures of Childhood: Children, Modern Architecture and Reconstruction in Postwar England (Ashgate, Farnham, 2013) for the Journal of Historical Geography and the review can now be read online at http://authors.elsevier.com/sd/article/S0305748814001376.
This week I took advantage of travelling down south on family business to visit the Tate Archive on my way back. During this visit, I spent some time looking at an extensive photographic collection, which mainly consisted of photographs of Nan Youngman’s work, both in colour and in black and white. Although I had seen Youngman’s work reproduced in books, and several original paintings and sketches, I was really struck by the volume and diversity of her work, including early portraits of her friends and acquaintances, a wartime sketch of an air-raid shelter, later, slightly dreamy, hazy seascapes in pastel hues capturing children and families playing, paintings of technology such as radio telescopes, and striking paintings and drawings of industrial scenes, including one of a kiln belching black smoke in Stoke-on-Trent, a painting of a steelworks, a derelict-looking pigeon loft captured in sharp detail and one work depicting a traditional, small-scale house incongruously nestled next to a huge gas tower, as well as some touching drawings and paintings of family life and a photograph of a mural at Youngman and Rea’s Cambridge home the Hawks, painted by Youngman, Rea and Elizabeth Vellacott, inspired by a restaurant garden in France. It was also great to discover a folder of photographs of Youngman’s Christmas cards – including one casting herself as a mischievous pirate in 1985, when she would have been nearly eighty – as well as of Christmas pantomimes, comic strips (‘comichawks’, based on Christmas at her home at the Hawks near Cambridge) and limericks inspired by the Rea family (‘Hawkericks’).
I also saw some photographs of Nan Youngman at her retrospective exhibition at the Minories in Colchester in 1971 (although, interestingly, the press release for the show, and newspaper cuttings, all started by highlighting Youngman’s work as an educationalist, often with reference to her relationship to Marion Richardson and then Pictures for Schools, before moving on to discuss her work as a painter). Also tucked in among the photos were press cuttings relating to the 1992 exhibition Ten decades of women artists, curated by Katy Deepwell, which focused on ten artists born between 1897 and 1906, showing how they had had to fit the production of art around family ties and asking why women had been marginalised in the study of art history. As well as Barbara Hepworth, the exhibition included Nan Youngman and Betty Rea, as well as the art educator Evelyn Gibbs and Youngman and Rea’s friend from Artists’ International Association days, Mary Adshead (apparently less well-known than her husband, Stephen Bone – both were regular Pictures for Schools contributors), and there was extensive press coverage, both locally and nationally, of Youngman’s involvement in the exhibition.
I also spent some time in the Tate Library, looking at four exhibition catalogues for Pictures for Schools exhibitions which took place elsewhere in the country than the longstanding series in London and Wales. Three of these related to exhibitions held at the Laing Art Gallery and Museum in Newcastle Upon Tyne in 1956-58, which were direct spin-offs of the London exhibitions, organised by the North East Branch of the Society for Education through Art, in whose name Pictures for Schools was organised. Although far smaller in scale – they contained only 45-50 pictures and 8-10 sculptures each time, along with textiles such as printed wall hangings – they replicated some aspects of the London exhibitions such as asking children to vote for their favourite work, with encouraging children to form their own opinions on modern art a stated aim of the exhibitions. The exhibitions also explicitly set out to have a ‘local character’, with artists living and working in the area well-represented, as well as, intriguingly, a section dedicated to ‘Costume designs for ‘Northumberland teachers’ opera group’ production of Prince Igor held at the Theatre Royal, 1957′. It was interesting to see Richard Hamilton and Harry Thubron represented in the first exhibition, as both were associated with the Basic Design courses being developed in Newcastle and elsewhere in the North East. Some other names, such as Sadie Allen, an embroidery artist, I recognised from the catalogues of the London Pictures for Schools exhibitions, although most were unknown to me. Like its London counterparts, the work seemed to be dominated by still-lifes and landscapes, often based on the mundane, industrial or everyday, such as a brick factory, furnace slag heaps, docks, old men and a bus stop.
It was more difficult to gauge the relationship between the Pictures for Schools exhibition held at the Midland Group Gallery in Nottingham in 1963 and the London exhibitions. Although works had been borrowed from directors of London galleries, including the AIA Gallery, for the exhibition, no reference was made to the London exhibitions in the catalogues. However, regular Pictures for Schools contributors such as Mary Fedden, Sandra Blow, Fred Uhlam and Philip Sutton were represented, along with Nottingham painter and gallerist Dorothie Field, who had been among Nan Youngman’s students at Highbury Hill High School and went on to receive renown as a socialist realist painter. The exhibition was divided into two parts – more costly invited works, and members’ works. Interestingly, a tiny minority of the works could also be hired. My interest was also piqued by an invitation at the back of the catalogue to a discussion entitled ‘Children as patrons’, featuring painters Michael Granger and Dennis Hawkins, and sculptor LR Rogers, at which questions were welcomed. However, it was unclear whether the exhibition was a regular occurrence, or a one-off.
Over the summer I got an email from the Head of Fine Art at National Museums Liverpool, who’d spotted on Twitter that I’d just moved house into Stockport, her neck of the woods. She was interested in hearing more about my Pictures for Schools research, and also very kindly sent me some photocopies in the post relating to a historic loan scheme at the city’s Walker Art Gallery.
As well as a typewritten list of works, which was interesting to see, as there were a number of overlaps with some of the artists who sold work through Pictures for Schools (including LS Lowry, Carel Weight, John Bratby, Edward Middleditch, Anthony Gross, Richard Eurich, Stephen Bone, Helen Markson, Graham Sutherland, Ceri Richards, Michael Rothenstein, Julian Trevelyan, Tadek Beutlich and Elizabeth Blackadder), she sent me a copy of a chapter on art education from the recent book A History of the Walker Art Gallery Liverpool 1878-2000 by former curators Edward Morris and Timothy Stevens.
Setting out a historical context of art galleries being established for educational purposes, initially for the benefit of the artist and then for the ‘consumer, the visitor, the spectator, the general public’, the art education chapter briefly discussed the history of regional museum services and loan collections in Manchester, Leicester, Leeds and Bristol, as well as on a national basis at the Victoria and Albert Museum. The authors argue that initially the emphasis was often more on museum objects than art objects as they were seen as being more engaging to children.
Although there are a couple of brief references to Pictures for Schools in the chapter, and the importance of art in schools in the post-war period, like much of the writing on art in schools I have read elsewhere, the authors consider little to have been achieved in embedding artworks in schools. They attribute this to artists preferring to ‘work for the generous commissions provided by commercial galleries rather than for the meagre wages offered by local authority education departments suffering from tight budgets’.
With regards to art education in Liverpool the chapter has a focus on the work of local teachers and educators employed directly as education officers for the Walker Art Gallery, before going on to discuss the history of the gallery’s own loan service. Although the gallery had been lending museum specimens in boxes since the 1880s, it seems that the idea of lending original art work to schools grew out of a programme of lending work from the reserve collections to municipal galleries, hospitals and other public buildings, along with art schools. During the war the lending of art had a practical purpose, with valuable paintings distributed to private schools in the countryside for safekeeping, moving to a different school each term. This remained small-scale, with works only being lent to ten schools, until the 1950s, when the loan collection of late Victorian and Edwardian paintings was extended by the addition of lithographs by modern artists such as Picasso, Braque and Ernst which was more representative of the gallery’s collection as a whole. Between this time and the metropolitan reorganisation of 1974 when the gallery was transferred from the control of Liverpool City Council to Merseyside County Council, more than 200 more works were acquired by contemporary British and American artists, with the gallery matching an annual purchase grant of £500 from the city council. The majority were prints such as lithographs and screen-prints, which could eventually be integrated into the main collections, although forty paintings were also bought. The wider geographical area served by the scheme, and the increased number of schools it encompassed, eventually led to difficulties with transport, staffing and availability of paintings to go round, and the service was axed in 1979 and the work integrated into the permanent collection.
As I was in London for the RGS-IBG conference, I jumped on the opportunity to spend a couple more days looking at Pictures for Schools founder Nan Youngman’s papers in the Tate Archive. This time, I ended up looking at three sets of materials. The first comprised references written by Nan Youngman about her work as a teacher, from those who had taught her at school, at art school and at teacher training college – including art educator Marion Richardson, as well as her former employers at schools and art colleges.
The second was extracts from a Master’s dissertation written by Pauline Lucas focusing on Nan Youngman alongside two other woman artists, the artist and art educator Evelyn Gibbs (a regular contributor of work to Pictures for Schools) and Dorothie Field, a former student of Youngman’s who went on to found the 359 Gallery in Nottingham, showing how these women combined ‘public responsibilities’ with the production of artwork. It was interesting to see how Lucas had embarked on writing about Youngman’s life and work, including her ‘great art educational crusade’, and highligted aspects of her life and career including art education and the Artists’ International Association, both of which are given their own chapters. I also enjoyed Lucas’ discussion of the war years and the opportunities offered by evacuation to use education to offer comfort and familiarity to children far from home, as well as to experiment with different methods of teaching, for example painting outdoors. Something else which Lucas conveys well is the importance of individual personality and charisma, including Marion Richardson’s near-hypnotic influence over her child painting students and her subsequent influence on Youngman as a teacher. As well as drawing on sources I have looked at such as the Society for Education in Art’s journal Athene, Pictures for Schools exhibition catalogues and Nan Youngman’s autobiography, Lucas also had the advantage of being able to visit and speak to Youngman in her studio at her home near Cambridgeshire.
Finally, I rooted through a couple of folders of correspondence, particularly a large volume of ‘fan-mail’ – including a handwritten post-it note passed to Youngman during a lunch at the Chelsea Arts Club – sent to Youngman from former students and teachers who benefited from her support. What is striking is the number of former students who felt compelled to write to Nan Youngman, in many cases decades after they had left school and on taking up art again in their retirement. Many had been members of the Art Club run by Youngman at Highbury Hill High School in Islington in the 1920s and 1930s. Whilst some admitted they had no specific talent for art, they said that they had enjoyed her lessons and benefited from self-expression, gaining an ‘appreciation’ of art and developing their ‘taste’ in art and objects. One thing which was mentioned over and over again was the way in which art was applied beyond the art room, whether painting murals in school, designing sets and costumes for ballets and plays choreographed and performed by students, or creating ambitious puppet shows. A minority of correspondents had gone on to art college – although several reported that their careers had been curtailed by marriage and children – and become professional artists, whereas several others had become teachers. Whilst in later years Youngman invited this correspondence by publishing her address in the Highbury Hill old girls’ news letter, most correspondence was sparked in response to articles Youngman had written, or chance meetings with acquaintances. Although several remarked that they were too in awe of or intimidated by Youngman to talk to her much at the time, all thanked Youngman for ‘sowing the seed’ for an interest in art which had stayed with them across their lives and careers.
Hidden amongst the correspondence was another curiosity, photocopied pages from a 1936 school report for Highbury Hill High School for Girls, presumably written by London County Council’s inspector RR Tomlinson, an advocate of child art and new methods in art teaching. Although he painted a picture of art being squeezed for time during the school day, he was full of praise for Youngman’s teaching and the way in which an artistic ethos pervaded the school.
During my recent sojourn in the south of England I was lucky to be able to visit a fascinating new exhibition about designer, painter and teacher Peggy Angus at the Towner gallery in Eastbourne, following a tip-off from Manchester Modernist Society’s Facebook page.
Although I didn’t previously know a great deal about Angus’ work, she was a contemporary of Pictures for Schools founder Nan Youngman (like Youngman who lived from 1906-1995, Angus’ life spanned much of the twentieth century; she was born in 1904 and died in 1993), and regularly contributed paintings to Pictures for Schools in the first decade of the scheme, as well as linocut designs for tiles. I had previously read that Youngman first met Angus (popularly known as ‘Red’ Angus due to her left-wing beliefs, developed during a trip to Russia as a young woman, where she was inspired by the concept of art as propaganda and the idea of ‘art by the people, for the people’) on an Artists’ International Association May Day march, where Angus was carrying a banner and singing a song (conjuring up an evocative image of Angus, who the exhibition showed to be an eccentric and colourful dresser!). I had also been told that Youngman and sculptor Betty Rea, together with Rea’s two sons, used to visit Angus at her rural cottage the Furlongs in the South Downs in Sussex.
The Towner’s exhibition does a good job of evoking the atmosphere of the Furlongs and the circle of friends and contemporaries who congregated there, including Angus’ former peers at the Royal College of Art and fellow artists such as Helen Binyon, Eric Ravilious, John and Myfanwy Piper, Henry Moore, Laszlo Moholy-Nagy and the artist and educator Maurice de Sausmarez. Like the artistic hub based around Great Bardfield in Essex, which Angus visited, recalling that the homes were ‘wonderfully decorated’, mostly by the ‘poor wives’ of painters such as Ravilious and Edward Bawden, the rather primitive cottage was decorated with a homely combination of murals, tiles and wallpapers.
Tiles designed by Angus, as well as large-scale photographs of tiles and striking murals in situ in places such as post-war schools, universities and airports, are on display in the exhibition, alongside several of her paintings. Associated with a politically-charged socialist realist outlook, Angus’ painting focuses on landscapes and people, depicting the reality of what was around her in vivid, hyperreal shapes, textures and colours conveying light, atmosphere and experience, from cement works and train lines to the personalities and occupations of farming life. Particularly effective is collage of chopping wood. Other, more sketch-like work evokes friends, with a particularly striking example being a portrait of John Piper in front of one of his geometric paintings, the stripes of the cat on his knee, the grain of the floorboards, his pinstripe trousers and the sweep of his hair all contributing to a highly stylised image.
Just as important a focus of the exhibition is Angus’ career as an educator. Like Youngman, teaching was not Angus’s first choice of career; Angus took up employment as a teacher after the deaths of her brothers in the war. Unlike Youngman, Angus was employed by an independent school, North London Collegiate College. However, this appointment was to give Angus the opportunity to ‘revolutionise the relationship between student, teacher and school’. Like art educators such as Nan Youngman and Marion Richardson, with their focus on ‘child art’, Angus believed that children had ‘native talent’ and ‘sense of design’. However, where she differed was in her rejection of the growing trend for self-expression, which she regarded as producing outcomes where ‘everything is thrown in the wastepaper basket’. Taking her inspiration from William Morris, and aiming to break down the separation between art and life, Angus regarded children as ‘apprentices’ who would later be capable of designing their own homes and clothes. Angus appeared to have concentrated more on the practical, design-led aspect of art than conventional picture-making, encouraging students to use potato prints to come up with their own designs for tiles and wallpaper, which could be combined to great effect in different variations, and enlisting children to help create wallpapers and murals. In the less able, she endeavoured to cultivate an interest in art that would make them the patrons of the future. The exhibition discusses her notion of ‘creative patronage’, with Angus herself explaining that ‘people who are the most creative patrons are the amateurs, they’ve got to be creative themselves’ and ‘everybody’s creative if they’ve got creative patronage’. Also important in Angus’ approach to art education was the teaching of art history, with students taught in an annual, chronological progression from folk, Romany, canal and fairground art through Renaissance, Baroque, Gothic, ‘pop’, and so-on.
The exhibition is as much about Angus the woman as Angus the artist. Recorded and written reminiscences from those who knew her, whether as students or as visitors to the Furlongs, praise her inspiration and encouragement. Equally engaging are the opportunities to see Angus herself, on screen, at home and in her studio, in two documentaries played on a loop, one of which is narrated by her granddaughter Emma, herself a designer. The force of Angus’ considerable – and apparently formidable – personality, and her twin philosophies of ‘art for joy’ and ‘art for life’, permeate the show.
The exhibition runs until Sunday September 21.
Although I talked about my PhD project at an internal research seminar for my school at UCLan (the Grenfell-Baines School of Architecture, Construction and Environment) earlier this year, the paper I presented at the RGS-IBG (Royal Geographical Society – Institute of British Geographers) annual summer conference was a great opportunity to share my research and get more specialist feedback among researchers in my field – cultural and historical geography.
Despite only attending one day of the three-day conference (partly due to cost and partly so I could use my time in London to spend a day in the Tate Archives either side), which was spread out over the premises of the RGS and Imperial College around Exhibition Road in London, I was able to spend a stimulating and enjoyable day dipping in and out of other sessions. Whether or not they related directly to my research, this gave me a real flavour of the diversity of practitioners, topics and approaches encompassed within geographical research, from hearing about different methodologies such as walking, and how it can inform experiences and understandings of place, to learning more about the study of ‘childhood geographies’. I particularly enjoyed some of the sessions in smaller meeting rooms, which had a more informal feel than those which took place in lecture theatres.
The session I took part in, which was one of three entitled ‘New and emerging research in historical geography’ and organised by the Historical Geography Research Group (my Director of Studies, Dr Hannah Neate, is on the committee of this group), was specifically aimed at researchers at a similar stage to me. It was beneficial to hear and see how other PhD students both went about undertaking research in historical geography, and presenting their research – I was relieved to discover that I was not the only presenter to read from a script, although I did feel that the one paper in my session which was not read out benefited from a more natural and less stilted style, and I hope that I will have the confidence to do this in future without relying on a written-out paper. Another thing I observed was that other presentations dwelt far more on archival research and empirical findings, whereas I really tried to explicitly situate my research in a wider thematic context, in relation to previous or similar research in the field, something which other speakers seemed to focus upon less.
As my presentation was only fifteen minutes long (I think it actually lasted slightly less time than this, maybe 12/13 minutes) I aimed to really focus on one aspect of my research, calling my paper ‘Pictures for Schools: Educating the aesthetic citizen 1947-1969′. In this, I discussed Pictures for Schools and art education in relation to ideas of taste and aesthetic appreciation. Despite a phone going off for what seemed like ages during my paper (every presenter’s worst nightmare!) people commented that they found my paper really interesting, and I received some perceptive questions. Although I only had five minutes to answer questions, so could not provide answers as fully as I would have liked, they have given me useful points of consideration to bear in mind as I start to write up my research. These included questions about how many children were involved in Pictures for Schools over its lifespan and how the success of the project can be evaluated; whether I had looked at similar schemes such as the Victoria and Albert Museum’s ‘Circ’ collection, and notions of engaging with art through schemes such as Pictures for Schools and how this differed from owning art; how Pictures for Schools was linked to or differed from schemes circulating reproductions of artworks and what happened to the artworks sold through Pictures for Schools. It was also great to hear from an audience member who had attended one of the Cambridgeshire Village Colleges set up by innovative Director of Education Henry Morris, who I discussed in my presentation – Comberton School – in the 1980s (the school was the last village college to be built, opening in 1960, a year before Morris’ death in 1961). He commented that he didn’t like it at the time, but that since he left the school he has had memories of being surrounded by sculptures and other artworks which gave the impression of a cared-for environment, which was crafted and designed. He asked whether there was a legacy of this kind of approach being taken forward after Morris died. I have also continued conversations started at the conference over email, and have been invited to contribute a collaborative piece of writing for the Visit 1862 research blog, drawing parallels between post-war ideas of taste and nineteenth century ideas of raising standards of taste through exhibitions of design.
All in all the RGS-IBG conference provided a really valuable and useful introduction to presenting at conferences and has given me lots of ideas and pointers to put into practice in future – I look forward to the next time!