I was recently recommended Warpaint by Alicia Foster, a historical novel inspired by the War Artists Advisory Committee (WAAC), and the work of a propaganda unit putting artists to work finding creative ways to demoralise the enemy.
The WAAC was established by Kenneth Clark, broadcaster and Director of the National Gallery, during the Second World War in order to provide employment for some of the country’s leading artists away from direct action. Whilst big male names were involved in documenting the war, Warpaint takes its inspiration from a small number of women artists – who, unlike the men employed, were not salaried but instead received commissions for artworks. Several of the artists at Pictures for Schools had been employed as war artists, either abroad or on the home front, including the women artists Evelyn Gibbs and Evelyn Dunbar.
Although some characters in Warpaint correspond to real-life personalities – including Kenneth Clark, who appears as a larger-than-life, womanising caricature, and the painter Dame Laura Knight, the oldest and most established of the artists featured in Warpaint – the plot develops through interconnected and fictional stories imagining the lives and love lives of lesser-known painters living in London and the home counties, based very loosely on Isabel Delmer, Grace Golden and Evelyn Dunbar (here reimagined as Vivienne Thayer, Faith Farr and Cecily Browne).
Warpaint is an engrossing and page-turning read, with elements of romance, thriller, tragedy and espionage, and period detail. However, it’s not merely an easy read. Underlying Warpaint are questions about attitudes towards women at the time, their role in society and the art world, and the type of work that was considered suitable for women.
As well as institutional and individual sexism, Warpaint conveys an atmosphere of state and establishment paternalism: if the role of male painters in the WAAC was to document action on the front line, and women’s place was to portray life on the home front, there was also a ‘right’ kind of observation, and a ‘wrong’ kind of subject. Some of the artists in Warpaint are naturally drawn towards destitute: the ragged, hungry families eating in municipal canteens for those left without kitchen facilities due to bombing raids. This is discouraged, in favour of pictures of scenes such as upper-class ladies knitting army socks, that will ‘make people feel better’, and give an impression of togetherness across the class divide. In another episode in the book, an artist finds herself practising self-censorship, in order to produce the kind of picture that will go down well with the Ministry: a lace slip, silk sockings and a clandestine pregnancy are edited out of a scene depicting landgirls in a dormitory, in order to make it appear more wholesome.
For this reason, the most interesting story artistically is that of Laura Knight, who manages to get prolonged access to an airfield in order to paint a longed-for ‘serious subject’. Rather than the abstracted shapes of planes in the sky, observed from afar, she develops an intimacy with the pilots, getting to know how they work and how they experience the cramped cockpit of the plane, working as individuals and a unit alongside the machinery of war.
Something I’ve really not done enough of during my PhD has been speaking about my research – which is a shame as it’s been one of the aspects of my work I’ve found the most rewarding. For this reason, I was really pleased to be invited to speak at a symposium at the University of Derby exploring the surrealist painter Marion Adnams, as part of the university’s International Women’s Day celebrations.
The symposium brought together academics and practitioners in order to explore both Adnams’ life and work in detail, and the artistic milieu of which she was a part, as well as issues around collecting and exhibiting women’s work more broadly.
My paper was more loosely connected with Adnams than some of the other presentations. As Adnams sold work to school loan collections in Manchester, Derbyshire and Leicestershire, I used Pictures for Schools and the work of Nan Youngman as a way to introduce some of the ideas and motivations behind the development of post-war educational art collections. My presentation attracted a lot of interest. Partly this was due to the local connection, and concerns about current-day threats to these types of resources; I was even interrupted by a local keen to point out that the Derbyshire School Museum Service was under threat of closure! It also prompted some discussion about the extent to which my discussion of progressive post-war education tallied with the experiences of those in the room who had been at school in the post-war period. Whilst one man said he didn’t benefit from the supposed educational reforms which took place in post-war schools, a woman who had been at school in rural Leicestershire said she looked back on her schooldays now and was ‘amazed’ at what she did in school, saying it had a ‘profound effect’ on her, and that her teachers believed passionately in the arts and educational reforms at that time. Another man, who had been at school in Hertfordshire in the 1960s, told me that art had been a huge part of his education. I also got some good questions, asking why I think my research is pertinent now, and how I feel education today contrasts with post-war attitudes to creativity.
For me the highlight of the day was a presentation by Jane Stanton, Head of Design at the University of Derby, which showed the value of personal experiences, storytelling and biographical approaches to historical and artistic research. Stanton knew Adnams, who was a friend of her family, as a young woman growing up in Derby. Her presentation was centred on a journey, as a learner driver, with her father to the south of France to collect Adnams from her second home there in the early 1970s. It was illustrated with photographs of Stanton – at that time just eighteen, and about to embark on a foundation degree and career in art – hand-in-hand with an elderly and almost-blind Adnams. It told the story not just of Adnams’ impact on Stanton, the significance of which is becoming apparent decades later, but of intergenerational exchange and friendship, and the ways in which we frame and reflect on our work and experiences at different stages of our lives. Stanton’s presentation prompted some interesting questions about provinciality – Adnams spent her entire life living and working in Derby, and the day’s presentations gave both a sense of her connectivity within the East Midlands, as part of the Midland Group in Nottingham and the Derby cultural scene, and her sense of distance from London, and desire to escape the constraints imposed at different stages of her life, from the war, to the necessity of earning a living through teaching, to caring responsibilities. As someone who was sometimes characterised as a ‘difficult’ character, the presentations also raised the issue of personality – as one person asked, was every woman of that generation defined by her relationships with others?
I also particularly enjoyed hearing from Colette Griffin, Assistant Curator at Nottingham Castle Museum and Art Gallery, about the challenges of curating a woman-only show from a collection containing only a small percentage of artworks by women, and the factors which influence the ongoing acquisition of more work by female artists.
The symposium was a starting point for further explorations into Adnams and other artists by the newly established Women Artists in History Research Group at the University of Derby; I’m really looking forward to seeing how it develops.
Guest lecture, Bradford School of Art, 15 November: ‘The Campus as Art Gallery: The Past, Present and Future of Educational Art Collections’Posted: November 1, 2017
I will be doing a guest lecture at Bradford School of Art at 12 noon on Wednesday 15 November, drawing on an emerging interest in further/higher educational art collections, which has arisen from my PhD research into Pictures for Schools and post-war art education. The lecture, which takes place as part of the ‘Random Lecture series’, is free and all are welcome.
The Campus as Art Gallery: The Past, Present and Future of Educational Art Collections
Like many institutions, universities and colleges often publicly display portraits of grandees such as chancellors and vice-chancellors in order to convey a sense of tradition, heritage and prestige. Less common but more interesting are those further and higher education establishments which have sought to display works of modern art around campus, turning the educational environment into a gallery space. Universities that have chosen to collect and display contemporary art range from modern, post-war universities, where brutalist 1960s architecture is offset by landscaped grounds filled with sculpture by artists such as Henry Moore, to redbrick Victorian universities, to former technical colleges which attained university status in the 1960s. Here (primarily) paintings were purchased for display in communal areas such as corridors and lecture rooms, as well as more privately in staff offices. Between the 1940s and the 1960s, many teacher training colleges also became enthusiastic buyers of contemporary art as part of a broader culture of artistic patronage among educational establishments such as schools, and art became a part of the training context for a future generation of educators.
Some educational establishments continue to take pride in these collections, make a point of promoting public awareness and access, and continue to actively acquire work. In other cases artworks have been lost, faded into the background or become hidden in the everyday fabric of the institution as universities and colleges have merged, been expanded, modernised and redeveloped over time. This has been due to insufficient documentation and knowledge about the optimum conditions for the display of artworks, a lack of dedicated resource and staff time, or a lack of planning around care and maintenance for the future.
This lecture will explore the historical establishment and development of some of these educational art collections in colleges and universities in the twentieth century. It will explore their perceived educational impact and appeal, the types of artworks that were considered to be of value and use for display in educational settings, and what this says about changing ideas about the nature and purpose of education. It will ask what an educational art collection might look like now and what it might add to the educational experience of today’s students.
I recently spent some time in the store of the University of Salford Art Collection, which has been acquiring contemporary art since the university’s inauguration in the late-1960s, and finding out about its history and future plans from curator and assistant curator Lindsay Taylor and Steph Fletcher.
To read my interview visit http://theshriekingviolets.blogspot.co.uk/2017/05/an-education-through-art-university-of.html.