I’ve just returned from the conference ‘Architecture, Citizenship, Space: British Architecture from the 1920s to the 1970s’ at Oxford Brookes University. Although I wasn’t invited to speak these themes are key to my own PhD research so I went along to watch and listen.
There were some really interesting papers, including presentations by postgraduates and early career researchers in architectural history, discussing buildings such as health centres, schools, housing and theatres, as well as the discursive environments surrounding them, from the architectural press to RIBA.
Focusing on the half-century between the 1920s and the 1970s the conference set the scene for social and architectural developments in post-war Britain by looking at their roots in the interwar period. For example, Elizabeth Darling discussed the interwar Pioneer Health Centre in Peckham, which was regarded as not just a health centre offering advice such as birth control but a social space and centre for the community which would bring people in. She set out one of the key themes of the conference not addressed in the title – education – showing how the centre was part of a wider aim to give people information and education, in order to better themselves.
Jessica Kelly followed this by showing how the architectural press of the 1930s and 1940s navigated between public taste and architects, who as experts and specialists had both privileges and responsibilities. The attitudes of writers in publications such as the Architects Journal and the Architectural Review moved, she explained, from condemnation of public tastes in the 1930s towards a more collaborative approach. This led to a really interesting discussion among the panel and the audience about consumerism, citizenship and class, and the idea that upper and middle-class architects and built environments could play a part in helping working-class people obtain citizenship. Another theme that began to emerge was suburban versus urban life – urban living was promoted as a route to citizenship at a time when the majority of people would have lived suburban lives.
The session on educational spaces was a particular highlight of the conference. Roy Kozlovsky explored the emotional history of school buildings, drawing a link between the family and the home in the post-war period and exploring the complex link between the home and the school, arguing that emotional performances became symbolic landscapes of reconstruction.
I particularly enjoyed Catherine Buke (previously of the Decorated School)’s presentation, which referenced innovations in school building in the United States, Italy and the UK. Cathy drew a distinction between designing for learning versus designing for living, and described how post-war schools aimed to promote learning for living and help their students live in the modern world. She drew links between the school system and the strengthening of democracy and resistance against Fascism at a time when, as she said, ‘a common vocabulary was forged between architecture and education’. I was really interested to hear about Loris Malaguzzi and the Reggio Emilia infant school in northern Italy, which Cathy described as a democratic project aiming to teach its students how to be critical, ask questions and be active in their environments. Cathy also referenced a number of important UK educationalists, including Cambridgeshire Director of Education Henry Morris, with his ideas of using schools to bring art and culture to working-class and rural populations, and Alec Clegg of the West Riding. Through these figures and others Cathy explored the idea that the educational environment is a kind of ‘third teacher’ after the parent and the teacher, and the belief that children should be able to shape their own environments. She showed both buildings and furnishings as an example of the way in which furniture and crockery was desired to be not just functional but beautiful, as part of a consideration of what should be brought inside a school building, and therefore play a part in developing children’s taste.
Another highlight was Louise Campbell’s discussion of post-war educational expansion and the need for universities. She positioned access to university as a right, which had been fought for during the war, and argued that the development of new universities was part of an idealisation of the young. Focusing on the University of Sussex, she explored post-war universities’ aspirations to produce cultivated young people, to bridge the gap between childhood and adulthood and to introduce students to high culture (in contrast to Brighton youth and gang culture), at the same time as breaking down traditional subject divisions. She described both how the nature of the welfare state was reflected in buildings, and the ways in which the campus absorbed European influences in its style and appearance.
Otto Saumarez Smith explored the links between the welfare state, modernism and sociology, which had its roots in the inter-war years, and the legacy of this in social democratic approaches in the 1970s. He made an interesting point about the ways in which new towns could be associated with acquisitiveness, affluence and ultimately a move towards conservatism among their inhabitants. Christine Hui-Lan Manley spoke about the picturesque principles underlying the design of Harlow.
A highlight of the conference was Alistair Fair on the development of post-war theatres. He explained that prior to 1939 theatre rarely received public funding, but after the Second World war new theatres were built across the country, often as part of civic centres, and enjoyed public subsidy. The period saw a move away from commercial theatre companies to theatre taking on a more civic function and being regarded as a public amenity, in which the public were encouraged to participate. Alistair contextualised this with reference to political developments, from the 1959 Labour manifesto ‘Leisure for Living’ to Conservative promotion of leisure as giving a sense of purpose and alleviating boredom. He explained that the Arts Council placed culture as part of the welfare state and the development of a ‘gayer and more cultivated population’, where modern citizens enjoyed culture and leisure and culture was balanced against ‘materialist impulses’. This was partly driven by motivations of egalitarianism but also partly, he said, a reaction against American culture and search for appropriate kinds of leisure as people became more affluent. Another interesting link was with suburban growth, which often lacked facilities – collective leisure pursuits could be seen as one way to counter individualist suburban drift.
It was also great to hear about Rosamund West’s research about the London County Council’s patronage of art for residential estates. Rosamund discussed the City of London plan as a discursive event, which was distributed to residents for information and education. She showed some of the types of artworks that were chosen for new estates – themes included neighbours – and some of the ways in which artworks were chosen and received, including the input of residents’ committees in the early years. Interestingly, she highlighted a tension between the Arts Council, which preferred that big names were commissioned, and the LCC, which championed new talent such as students and teachers.
After a day and a half of presentations and discussions which often came back to ideas about taste and the public, Lesley Whitworth’s presentation about the Council of Industrial Design, which developed an index of ‘well-designed’ goods certified with a label, was a fitting way to round off a conference, which took architecture as its starting point but moved beyond that to consider not just space and communities but objects and culture in a broad sense.
I’m not involved, but I am looking forward to attending a seminar about Dorothy Annan and Trevor Tennant at the wonderful Henry Moore Institute in Leeds next week (and visiting the accompanying exhibition, which displays materials related to these two artists from HMI’s archive). I’m looking forward to hearing from Dawn Pereira, who wrote her PhD thesis on the London County Council’s post-war patronage scheme and is the recipient of a Henry Moore research fellowship, and Jeremy Howard of the Decorated School project.
I’ve been spending a lot of time lately trying to identify, look in more detail at and, if possible, speak to the artists who regularly submitted and sold work through Pictures for Schools. Although it is difficult to find much information about lots of the artists, many of the individuals have fascinating personal stories as artists and educators. Dorothy Annan, along with her husband Trevor Tennant, was among the artists who submitted and sold work through Pictures for Schools, and was one of a number of artists in the scheme who was also involved in the Artists’ International Association. She also went on to design murals and other artworks for schools. In my spare time, I publish my own small publication, the Shrieking Violet, and architect and blogger Joe Austin contributed an article featuring Dorothy Annan’s Farringon murals alongside other post-war murals a couple of years ago.
The seminar is free and can be booked here.
One of the aspects of Pictures for Schools I will be looking at is the networks of artists, educators and administrators involved, and some of the links between these figures and other initiatives and movements. One network I have started reading about is the Artists’ International Association in which Nan Youngman, a driving force behind Pictures for Schools was highly active, as well as art critic Herbert Read (all information below is based on Robert Radford and Lynda Morris’s A.I.A.: Story of the Artists’ International Association,1933-53 (Modern Art Oxford,1983)).
There are interesting parallels between initiatives to introduce examples of good art and design to children through, for example, the School Prints and Pictures for Schools schemes, and AIA projects such as Everyman Prints (which was available for purchase from selected branches of M&S) and Small Pictures for Small Prices, which aimed to bring affordable art ownership to a wide section of the population and benefited both artists by providing employment and the public by raising popular standards of taste. The AIA also had links with other movements I may look at such as Mass Observation, and it anticipated the development of state-led bodies such as the Council for the Encouragement of Music and Art (CEMA) which was set up during the war (a precursor to the Arts Council of Great Britain in its art patronage and championing of the position of the artist in society).
The AIA was founded as the Artists’ International in 1933 and grew out of the anti-Fascist and anti-war political climate of the 1930s. Artists resented money being spent on the development of arms rather than culture and the AIA aimed to mobilise ‘the international unity of artists against Imperialist War on the Soviet Union, Fascism and Colonial oppression’. Several members, including Nan Youngman, had been members of the Communist Party’s artists’ wing the Hogarth Group and several AIA members joined the International Brigade and fought in the Spanish Civil War. By the late 1930s, the AIA was a mass organisation with many hundreds of members, not just artists and designers, but art teachers, students and non-professionals. Exhibitions took a political slant, whether depicting topical subjects such as hunger marchers or aiming to raise support for anti-Fascist and anti-war causes. The AIA invited submissions from European artists with similar aims, and assisted refugee artists escaping Fascist and Nazi oppression with work permits, homes and visas. The group also had a social function, with members, for example, travelling abroad and going on holiday together.
The AIA’s exhibitions reflected and responded to major concerns, changes and events in society, and exhibitions were held in a range of public venues which enabled them to be seen by a mass audience, for example an exhibition of War Painting was held at Charing Cross tube station, and another wartime exhibition was held in the bombed-out basement of John Lewis. Exhibitions such as Art for the People, held at Whitechapel Gallery in 1939 and visited by 400,000 people, aimed to educate the public in modern art, hanging artworks in sections such as surrealism, abstraction and realism and encouraging artists to talk to visitors and answer questions, as well as inviting visits by school teachers. There was little access to contemporary art in provincial Britain, so exhibitions also toured to factories, civic centres and barracks.
The AIA also had sub-groups, and worked with other types of creative practitioners, from photographers and architects to writers, dramatists and musicians, and held exhibitions of art by unprofessional painters, including a group of miners. Whilst the artists who belonged to the AIA were not universally linked by one style, and the organisation helped break down the divide between fine artists and commercial artists such as silk screen printers and cartoonists, one of the things which stood out to me was the debate between realism or abstraction; in the 1930s, many artists moved back towards realism as they felt it enabled them to respond more effectively to the times in which they were living, at the same time as appealing to a wider audience. This led to a distinction between ‘free’ artists, and ‘engaged’ artists who leaned more towards propaganda. In 1938, the AIA organised a debate about realism versus surrealism, pitting Graham Bell, William Coldstream and Peter Peri against Roland Penrose, Julian Trevelyan and Humphrey Jennings. Whilst this tension between realism and formalism/abstraction is a product of the particular circumstances of its time, it may tie in with debates still going on when Pictures for Schools was in operation, about whether children responded best to styles and subject matters with which they were familiar, such as landscapes and still lifes, or whether they should be exposed to abstraction and contemporary innovations in modes of expression.
As well as its explicitly political aims, the AIA’s emphasis on the social role of art is of great interest, particularly the AIA’s attempt to improve the position of the artist in society through pragmatic and practical initiatives at a time when artists were facing great challenges surviving in a tough economic climate. Through the establishment of ‘working units’, the AIA put the skills of its members at the disposal of anyone needing a mural, banner, illustration, cartoon, stage decoration, tableaux or poster which could be put to use in anti-Fascist or anti-government protests. The AIA was involved in the Council Institute for Art and Design (CIAD), which brought together art and design institutions, and promoted schemes for the full employment of artists. During the Second World War, artists were employed to paint murals in temporary buildings such as bunkers, barracks and British restaurants, and commissioned to paint portraits of young men about to go away to war. AIA members such as Evelyn Gibbs and Carel Weight acted as unofficial war artists, painting wartime scenes such as evacuation.
The AIA functioned in a way similar to a Trade Union for artists or a professional lobbying body, using subscriptions to provide legal counselling, debt collection, credit advice, war work advice, unemployment and sickness benefit. Assisted by Nan Youngman, it published recommendations for the reform of art education in schools and colleges and the establishment of government-backed bodies. It also initiated a circulation scheme of 500 pictures by its members, with artists having the chance to sell their work; the AIA negotiated an annual royalty fee of £5 per picture per year with the government.
By 1953, the AIA’s political clause had been removed, reflecting a more general shift towards apolitical art. The pictures of industrial Britain which had previously been popular began to be replaced by a new type of realism depicting escapist Cornish and Mediterranean scenes, and it will be interesting to see to what extent this trend permeated the pictures chosen for Pictures for Schools.