The writer and collector Robjn Cantus has posted a really interesting blog about works in his collection which he purchased from the sale of the Hertfordshire County Collection; several pieces were purchased from Pictures for Schools, including prints by Alistair Grant, Michael Rothenstein and Julia Ball. It’s great to find out more about the biographies of the artists, some of whom I have heard of but many who are new to me.
Loughborough is a market town in Leicestershire – a county that, under longstanding Director of Education Stewart Mason, embraced patronage of the arts in educational settings in the post-war period in a big way. As well as purchasing and commissioning site-specific works for individual schools, Leicestershire’s loan collection was one of the largest in the country, and purchased artworks from Pictures for Schools among other sources. Mason advised and guided Loughborough University on some of its purchases, and his influence in the county is acknowledged in the Stewart Mason building on campus.
The university’s sculpture collection punctuates the sports grounds that dominate the campus (Loughborough has a reputation for attracting sporty students). Given university status in 1966, the campus architecture has a strong modernist feel, although it’s undergone significant expansion since then. Known as Loughborough University of Technology until 1996, there’s a strong theme of science and technology in many of the artworks, particularly around the science buildings, which feature a number of steel artworks by Paul Wagner. There was also a tradition of students producing their own furniture, much of which is still in use around campus.
Many well-known and lesser artists of the post-war period are represented on campus, including Willi Soukop, who undertook many commissions for public and educational settings; his Spirit of Adventure, which resembles an aeroplane, is the first artwork encountered on approach to the campus from the town centre, and points the way to a place of learning, discovery and enquiry. Perhaps the most famous sculptor is Lynn Chadwick, whose solemn trio of angular figures The Watchers commemorates three influential figures in the history of the university. However, my favourite artworks were those which were less conspicuous, such as Austin Wright’s kinetic sculpture, nestled in a quiet pond area between two buildings, which resembles a calmly bubbling fountain, and Peter Peri’s Spirit of Technology, a man leaping into the unknown from the side of a student residence dining hall.
The sculptures are merely the most public-facing element of a much bigger collection, which includes wall-mounted works such as prints, paintings and textiles, displayed in areas such as boardrooms, corridors and waiting areas. I managed to see a couple of works inside buildings, including prints by Bridget Riley and John Piper, as well as a number of portraits of university grandees which showed their influence on the university.
Loughborough University and the former teacher training college Loughborough Training College, which became part of the university in 1977, both purchased work from Pictures for Schools, although the only one I managed to see was Michael Stokoe’s bold, colourful silkscreen Circles & Stripes.
The collection is not static and continues to evolve, commissioning and acquiring work by students alongside established artists. One of the highlights is one of the most recent works, an interior design scheme by Giles Round for the RADAR office. Alongside furniture and Round’s selection of artworks from the collection, this includes a wallpaper which repeats images of tools from a former catalogue across the walls. Round’s design scheme acts as a subtle reminder of the university’s past and enters into dialogue with work purchased and commissioned during previous eras of the life of the institution.
To find out more about the collection visit https://www.lboro.ac.uk/arts/arts-collection/.
Today she is best known for a method of teaching handwriting, but in the interwar years Marion Richardson’s work in the field of child art was well-known. Pictures for Schools founder Nan Youngman undertook teacher training with her at London Day Training College (forerunner of the Institute of Education) and helped her to organise large exhibitions of children’s work. Richardson’s art teaching was focused on developing children’s confidence and powers of self-expression and critique, aiming to train their ‘inner eye’ and ways of looking as much as their technical skills. One way in which she did this was through the ‘visualisation’ method, where children listened to a description of a place or scene and used it as the basis for their own work. In doing so, Richardson hoped to encourage to see pictures in the places around them, even industrial and everyday scenes not conventionally considered picturesque. Richardson also undertook pattern-making and activities such as fabric design with her students and aimed to encourage children to think about how they furnished their homes. She believed children should be exposed to good examples of art and craft, and have opportunities to discuss these and their own work.Richardson died prematurely in 1946, but her work and ideas inspired Youngman’s work throughout the rest of her career. Youngman continued to defend them even when they had become regarded as old-fashioned and were superseded among progressive educationalists in the 1960s in favour of more modern ideas about teaching art.A new installation at Radar in Loughborough, by Berlin-based artist Katarina Hruskova, bears the fruits of an arts-research collaboration with Dr Sarah Mills, Reader in Human Geography at Loughborough University, which involved spending time in the archives at Birmingham City University, where Richardson’s papers are held; the title, This is Just What I Saw, comes from words written on the back of children’s pictures.Drawing on aspects of Richardson’s teaching and her students’ work, including visual description, Mills and Hruskova held a series of workshops with young people in schools and other educational settings in the Midlands today. The resulting artworks, on show at Radar, translate images from these children’s work into a trio of colourful carpets. Whilst abstract they’re also suggestive of elements of place and natural forms, such as trees and water. Displayed next to them are condensed versions of the texts which were read to children to inspire the images; in the background plays an audio recording of Hruskova reading these same words, an effect that is both poetic and hypnotic. We’re taken on a journey through first an industrial scene and then a forest, where our attention is drawn to details such as the time of day, the weather around us; our senses can’t help but be aroused, our imaginations fired and our memories taken back to places we’ve known and things we’ve seen.Alongside this is a small selection of images giving a glimpse into Richardson’s own classroom, and her students’ art practice. Whilst in some ways these images appear formal by today’s standards, with children seated at rows of wooden desks, the children are surrounded by their own pictures and patterns, which hang on the walls, giving an impression of a visually rich and engaging environment.Ideas about childhood, and the nature and purpose of schooling, education and even art have changed considerably since Richardson’s day. By reimagining and reanimating the ideas of this forgotten educationalist, Mills and Hruskova have brought the art teaching of the past powerfully into dialogue with children’s education and experiences today, showing the potential of words and images to inspire creativity and make us look again at how and what we see in the world around us.
This Is Just What I Saw is at the Martin Hall Exhibition Space, Loughborough until Friday 25 October: https://radar.lboro.ac.uk/events/this-is-just-what-i-saw-exhibition/
Paper at International Standing Conference for the History of Education, Porto, 19 July: Pictures for Schools: Critical education in the art gallery and the classroomPosted: July 10, 2019
I am delighted to have had the following paper accepted for the International Standing Conference for the History of Education at the University of Porto next week.
Pictures for Schools: Critical education in the art gallery and the classroom
Pictures for Schools was founded by the artist and educationalist Nan Youngman (1906-1995) to sell affordable works of art by contemporary British artists to educational establishments across the country, including schools, teacher training colleges and local education authorities.
One aim of the scheme was to change the physical spaces in which children’s education took place by making them visually stimulating. Another, equally important motivation, was to develop children’s skills as critical observers, which could then be applied to the places which surrounded them, and the consumer choices they would make as the citizens of the future.
At the first Pictures for Schools exhibition, which took place in 1947 at the Victoria and Albert Museum, children who visited were asked to express their preferences by voting for their favourite exhibit. These preferences were later discussed in accounts of the exhibitions by the organisers, and received with great interest by the press. At later exhibitions, which took place annually at various London art galleries until 1969, visiting school groups were given questionnaires which aimed to encourage them to look closely at the artworks on show, with the questions varying slightly each year. Some questions placed the artworks in relation to children’s own experiences of creating art, encouraging respondents to identify and compare elements such as technique, media, subject matter, styles and genre. Others positioned children as critics, asking them to discuss the artworks they felt were most successful. Children were also encouraged to imagine themselves as future patrons and consumers of the arts, by stating which artwork they would like to take home with them if they were able to.
This paper will explore the ways in which Pictures for Schools offered children a critical education across two types of educational spaces, the art gallery and the classroom. It will visit a series of educational spaces where, in the decade leading up to the Second World War, Youngman established the value of the active, participatory form of art education which would be promoted through Pictures for Schools. These include Youngman’s teacher training at London Day Training College, her time teaching art in girls’ schools in the 1920s, and the decade she spent as peripatetic art advisor to Henry Morris, Director of Education in Cambridgeshire, from 1944 onwards.
The critical education offered through Pictures for Schools will then be placed within a wider context of post-war Britain. After the Second World War, the formal education system was extended. At the same time, opportunities for informal education and cultural experiences went beyond the school, museum and art gallery to encompass public and leisure spaces such as town centres, shopping centres, libraries and housing estates, where citizens were asked to be critical observers of the places and objects which surrounded them every day. This paper will explore the role of artworks as a pedagogical tool and argue that Pictures for Schools played a part in developing the skills of future citizens who were required to play an active, critical part in post-war reconstruction and society.
For more information about the conference visit http://www.fpce.up.pt/ische2019.
I will be taking part in session 4.10, which takes place on Friday 19 July from 9am-11am.
I recently went to the launch of a new exhibition at the National Football Museum in Manchester showcasing the museum’s art collection, which has been developed with funding from the National Lottery Heritage Fund.
Peri was one of several artists who exhibited at Pictures for Schools whose work has been acquired by the museum; football, particularly local and amateur matches, was one of the aspects of everyday life captured in the pictures shown at Pictures for Schools and bought by local education authorities for school loan collections (see Carel Weight’s lively ‘Village Cup Tie’, purchased by the London County Council, and apparently later sold to the football museum, although not on display in this exhibition and Fred Uhlman’s atmospheric painting of a game on a winter evening, recently sold at auction as part of the disposal of Hertfordshire County Council’s art collection). Like many of the artists at Pictures for Schools, as a member of the Artists’ International Association he was interested in depicting and reflecting relatable aspects of people’s lives, and presenting his art in places that was familiar and accessible to them.
The exhibition encompassed a wide variety of styles and genres, from Lowry’s iconic images of northern life, to delicate illustration by Paul Nash, to contemporary British artists such as Rose Wylie and digital artworks, to fashion and textiles, to vintage posters and advertising, to portraits of footballers and artworks by famous footballers such as George Best, and even a sculpture by Piccasso.
Far from the glitz of today’s game, with its superstar footballers on multi-million pound salaries, many of the works I liked best depicted the quieter, more personal aspect of the game and its individual and collective meanings to people as part of their sense of identity, leisure, routine, community and belonging: crowds huddled loyally in the cold of a snowy day, as in Alistair Grant’s lithograph ‘Snow at Stamford Bridge’, or behind the scenes of the game as in the Mass-Observation documentary photographer Humphrey Spender’s 1930s images of changing rooms, which suggested some of the tension and anticipation of the game.
Mid-twentieth century British art was particularly well-represented in the exhibition. I was interested to find out that several of the works had been exhibited in the Football and the Fine Arts exhibition, held in 1953, and organised by the Arts Council of Great Britain and the Football Association in order to mark the latter’s 90th anniversary. One of the highlights was the Great Bardfield artist Michael Rothenstein’s prize-winning etching and aquatint ‘Moment of Victory’, an abstract set of shapes which appeared to represent little in a literal sense, but suggested movement and celebration. Another highlight was the robotic stacked shapes of surrealist painter Ithell Colquhoun’s colourful oil painting ‘The Game of the Year’, dating from the same year as the Football and the Fine Arts exhibition.
Football Is Art is at the National Football Museum until Sunday 27 October: www.nationalfootballmuseum.com/whatson/football-is-art/
I’m excited to be presenting about my Pictures for Schools research at the Society of Architectural Historians’ annual workshop for postgraduates and early career researchers, which takes place at the Gallery, 70 Cowcross Street, London on Saturday 23 March.
The following is what I have proposed to talk about:
Pictures for Schools: Landscapes of post-war Britain
Between 1947 and 1969, the annual Pictures for Schools exhibitions sold original works of art to schools, local education authorities and teacher training colleges at affordable prices. Whilst county council patronage of the arts in counties such as Hertfordshire, in the form of site-specific commissions such as murals and sculptures, has been the subject of both academic and public interest, Pictures for Schools has remained understudied.
The artworks sold at Pictures for Schools, many of which fitted broadly into a landscape genre, contributed to the changing physical environment of post-war schools. More significant, however, is the role they played in changing educational experiences and ways of looking at the world.
Many of the pictures depicted everyday places and timeless activities that, at first sight, gave an illusion of continuity, far-removed from the changing face of modern Britain. Despite this, this paper argues that the Pictures for Schools made a significant contribution to the cultural and educational aims of reconstruction and the changing experiences of post-war Britain. It encouraged children to develop skills as critical viewers, looking closely at and responding to the places around them, important skills for the post-war citizen.
For more information visit www.sahgb.org.uk/ahw.html.
I really enjoyed presenting about my research into the life and career of Nan Youngman and Pictures for Schools as part of the History Faculty’s Gender, Women and Culture Seminar series at Oxford.
I was surprised, delighted and slightly overwhelmed that several attendees had known Nan Youngman, through family and artistic connections. Attendees also had interests in history of education, social mobility and policy.
I received several really insightful questions which have given me lots to go away and think about and further avenues to pursue as I continue to disseminate this work and think about publication. Questions and comments included:
- Is my background/training as a historian?
- Did I like Nan Youngman?
- Why was Nan Youngman’s autobiography (held in the Tate Archive) unpublished? Is there any opportunity to get it published today?
- Did Youngman have to be extremely proactive in order to generate her own career, networks and opportunities at a time when opportunities for women were limited?
- Did Nan Youngman have a private income which enabled her to do what she did?
- Have I heard of another Artists’ International Association member, and associate of the Bloomsbury Group, Elizabeth Watson, who was a friend of Felicia Brown and painted Betty Rea?
- At a time when art school/training was changing a lot, did anyone involved in Pictures for Schools resist this?
- Britain was known internationally for its active education in primary schools in the 1920s and 1930s, in counties such as Leicestershire and Oxfordshire, not just in art but in other areas such as in the Singing Together movement.
- Was Nan Youngman aware of similar work going on internationally?
- What about the parallels going back even earlier in terms of art, craft, design and taste, to Matthew Arnold and William Morris?
- What about the hierarchy implied by discussion of children seeing ‘great works of art’ – how did this play out across different schools and across the movement?
- Were buyers considering/aware of the artworks’ potential as an investment?
- Could and should Pictures for Schools be renewed today?