A Philosophy for Creating and Teaching
Distributed for Intellect Ltd
Is an artist-teacher a mere professional who balances a career—or does the duality of making and teaching art merit a more profound investigation? Rejecting a conventional understanding of the artist-teacher, this book sets out to present a robust history from the classical era to the twenty-first century. Particular pedagogical portraits—featuring George Wallis, Walter Gropius, Johannes Itten, Victor Pashmore, Richard Hamilton, Arthur Wesley Dow, and Hans Hofmann—illustrate the artist-teacher in various contexts. This book offers a revelation of the complex thinking processes artists utilize when teaching, and a reconciliation of the artistic and educational enterprises as complimentary partners.
"The essays take us through the earliest origins of the Artist Teacher, the informal training of the artists' workshops of the Classical era and the creation of the Guilds, before moving on to the development of artistic recognition during the Renaissance which saw painting move away from craft and begin its metamorphosis into an intellectual discipline. . . . This is an enjoyable book to read either as a whole or to dip in and out of. It actively encourages the view that teachers should continue with their own practice and let it influence their pedagogy."—International Journal of Art & Design Education
Chapter One: The Evolution of Teaching Art
Chapter Two: The Artist-Teacher: From the Classical Era to the 21st Century
Chapter Three: The Artist-Teacher: Just Another Title or a Distinctive Notion?
Part Two: Artist-Teachers
Chapter Four: The Original Artist-Teacher
Chapter Five: A Systematic Grammar
Chapter Six: Bauhaus to Black Mountain
Chapter Seven: The Classroom as Studio
Chapter Eight: Preparing Artists
Chapter Nine: Redefining the Artist-Teacher