Basic Design: a practice-led investigation into the significance of space and form in art school pedagogy

这种以实践为主导的博士研究将探讨基础设计艺术学校教学法的意义，特别是在纽卡斯尔东北部的维克托帕斯莫尔和理查德汉密尔顿的主持下发展。它是三个AHRC合作博士奖探索艺术教育在东北部之一，并与泰恩和威尔博物馆合作。研究问题：整个项目旨在解决以下问题：-艺术教育在1930年至1970年间在东北文化中发挥了什么作用？- 纽卡斯尔大学艺术教育的主要创新是什么？这些如何影响教学目标和艺术的感知价值？个人和他们的艺术实践对这些发展有多重要？这些发展对国家和国际机构的课程编制和教学有何意义？特别是这种实践为主导的元素解决了以下研究问题：-如何可能基本设计被重新考虑，在目前通过当代实践的审讯？- 雕塑在基础设计中的作用是什么？雕塑的方法能给基本设计的二维输出带来什么样的洞察力？作为基础设计的一部分，这些练习如何为当代雕塑过程带来新的见解？纽卡斯尔的哈顿画廊和美术学院在现代艺术史上发挥了重要作用。在20世纪50年代和60年代，它的工作人员包括一些英国艺术界最负盛名的名字;绘画大师维克托帕斯莫尔是英国领先的抽象艺术家之一，他的首席助理理查德汉密尔顿很快就被称为“波普艺术之父”。什么也使美术学校在该国最先进和进步的是基础设计课程，这是艺术培训的一种激进形式出现，并继续巩固今天的艺术教育。这种教育发展的历史，直到最近，一直在调查，但它已经收到了一些最近的部分认可，通过泰特的“艺术学校教育”的研究（2009- 2014），导致“基本设计”展览（2013），以及为期两天的会议汉密尔顿和帕斯莫尔在纽卡斯尔，2013年由弗朗西斯斯波尔丁召开。很快就发现，泰特美术馆的项目是建立在一个错误的前提上的，因为这一时期的许多重大发展都是在英格兰北部的利兹艺术学院和纽卡斯尔（当时的国王学院达勒姆），而不是伦敦。更重要的是，在纽卡斯尔的教学的其他方面，更广泛地在全国各地，仍然几乎完全忽视了美术教育学的研究;即“教学集”的组成和作用，与此相关，大学的专业知识如何与工人教育协会等倡议相结合，在大学外教学。研究方法这种做法-领导的博士将利用泰恩和威尔博物馆的档案，特别是哈顿画廊，以及布雷顿大厅的美术教育档案。参考的材料将包括艺术作品、教育材料、访谈和相关著作。如果合适的话，还将与以前的学生和工作人员谁教或承担基本设计进行采访。研究将通过一系列的实验性案例研究，特别是材料，雕塑和空间方面的基本设计调查的进展。这项研究将作出重要贡献，了解基本设计及其当代相关性，提供一个重要的，但被忽视的档案的重大反应，重振教学收藏的理解，并有助于新兴的艺术教育研究，无论是地区和国家。

This practice-led PhD research will explore the significance of the Basic Design Art School pedagogy that developed particularly in the North East at Newcastle under the auspices of Victor Pasmore and Richard Hamilton. It is one of three AHRC Collaborative Doctoral Awards exploring art education in the North East and is in partnership with Tyne and Wear Museums. Research Questions:The project as a whole seeks to tackle the following questions: - What role did art education play in the culture of the North East between 1930 and 1970? - What were the key innovations in art education at Newcastle University?How did these impact pedagogic goals and perceived values of arts? How important were individuals and their artistic practices to these developments? What was the significance of these developments to curriculum development and teaching at both national and international institutions?And in particular this practice-led element addresses the following research questions: - How might Basic Design be reconsidered in the present through its interrogation by contemporary practice? - What is the role of sculpture within Basic Design? What insight can a sculptural approach bring to the largely two-dimensional outputs of Basic Design? How can the exercises undertaken as part of Basic Design bring fresh insights to contemporary sculptural process?Research ContextNewcastle's Hatton Gallery and school of Fine Art have played a significant role in modern art history. During the 1950s and 1960s its staff included some of the most prestigious names in British art; Victor Pasmore, the Master of Painting, was one of Britain's leading abstract artists and Richard Hamilton, his chief assistant, was soon to become known as the 'father of Pop-Art'. What also made the Fine Art School one of the most advances and progressive in the country was the Basic Design course, which emerged as a radical form of art training and continues to underpin art education today. The history of this educational development has, until recently, been under investigated but it has received some recent partial recognition through the Tate's 'Art School Educated' research (2009- 2014) resulting in the 'Basic Design' exhibition (2013), and a two-day conference on Hamilton and Pasmore at Newcastle, 2013 convened by Frances Spalding. It quickly transpired that the Tate's project was built on a false premise as many of the major developments of the period were generated in the North of England at Leeds College of Art and Newcastle (then King's College Durham), and notLondon. More than this, other aspects of the teaching at Newcastle, and more broadly across the country, remain almost wholly neglected in studies of Fine Art pedagogy; namely the constitution and role of the 'teaching collection', and, linked to this, how expertise from Universities integrated with initiatives such as the Workers Educational Association to teach outside the University.Research ApproachThis practice-led PhD will draw on the archives of Tyne and Wear Museums, specifically the Hatton Gallery, and the Fine Art Education Archive at Bretton Hall. Material to be consulted will include works of art, education material, interviews and associated writings. If appropriate, interviews will also be conducted with former students and staff who taught on or undertook Basic Design. Research will progress through a series of experimental case studies investigating, in particular material, sculptural and spatial aspects of Basic Design.This research will make an important contribution to understanding Basic Design and its contemporary relevance, provide a significant response to an important but neglected archive, reinvigorate understanding of teaching collections and contribute to emergent research on art education, both regionally and nationally.