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This book traces the main gendered themes of modernist art education from the nineteenth century to the present day.
In the period of industrial modernization, art education emphasised the importance of productive modes of creativity in 'making and doing' and promoted rational 'design processes' productive of masculine identities.
With the decline of industrial production and with the rise in leisure, services and consumption, art education has shifted its relevance to the more feminine skills of flexibility, management, responsiveness and combinatory modes of creativity. The Gendering of Art Education looks at the way art education has always been implicated in producing gendered identities for modernity's gendered divisions of labour.
List of contents
Introduction
Theoretical perspectives
Nineteenth century contexts
Psychology in art education
Modernist art, and design education
The feminization of art education
Beyond gendering
tactics and strategies
References
Index.
About the author
Pen Dalton is an artist working in critical feminist practice. She has a lifelong involvement in art education, as a student of modernist painting in London in the 1960s and as a schoolteacher. She now lectures in studio practice and critical theory at degree and postgraduate level.
Summary
Art education has shifted its relevance to the more feminine skills of flexibility, management, and combinatory modes of creativity. This book traces the main gendered themes of modernist art education since the 19th century. It looks at the way art education has been implicated in producing gendered identities for modernity's divisions of labour.
