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Learning to paint: a case study of a school of fine art

Sleigh, H; (1975) Learning to paint: a case study of a school of fine art. Doctoral thesis , Institute of Education, University of London. Green open access

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Abstract

The project was an attempt to explore various forms of transmission and acquisition involved in socialisation into fine art. It involved an intense study of the Slade School of Fine Art, in which fine art is the only subject offered to the undergratuate students. It was possible to distinguish four modes or approaches to the learning of fine art. Each mode was considered to entail a specific concept of art which entailed a specific structure of transmission and acquisition. The concept of classification was used to distinguish the conception of art and the concept framing was used to distinguish the different structures of transmission/acquisition. The analysis of the interviews of the staff revealed a relatively strong orientation to three of the four modes. The analysis of the students' interviews tended to show that individual students switched their orientation across the four years of the course. An important part of the study was an exploration of the explicit and implicit criteria staff were using and the extent to which these were understood by the students. A major focus of the analysis was upon the particular form of vulnerability experienced as a consequence of the students' orientation to a particular mode. Although the numbers in the sample are small and the study is confined to only one institution it is hoped that some light has been thrown upon forms of transmission/acquisition where hierarchical relationships are implicit,

Type: Thesis (Doctoral)
Title: Learning to paint: a case study of a school of fine art
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Thesis: PhD SOC University of London Institute of Education, 1975.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10006714
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