Martin Lang: Against Life Drawing – November 2017

Advocating life drawing at

art school is a deeply conservative and reactionary position. Arguments in favour of life drawing //--> usually fall into one of two camps (or sometimes both). I am utterly unconvinced by both.

The first, and weaker, argument contends that it is necessary to learn //--> the rules before you can break them. This is an authoritarian position where google_ad_height = 90; you must learn to draw “properly” before you can make other kinds of art. We can almost

students
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to spend one
day a week
drawing fruit to enhance their concentration and observational ability. src="//pagead2.googlesyndication.com/pagead/show_ads.js"> Why not also teach geometry, perspective and colour theory on a weekly, compulsory basis? You could do this, but you would have a deeply reactionary course that would
churn out conservative artists. Readers might note that this second argument is also an authoritarian
one, since it assumes that all art students learn in the same way. Whatever the student’s learning style, background (religious sensibilities come to the fore here) and whatever their artistic aims, their training must

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be grounded in observation of the nude human figure.

Another strand to the second argument maintains

that life drawing can be taught in an experimental manner to produce more cutting-edge artists. Examples include where life drawing concentrates on //--> experiential drawing or experimentation with materials, methods and techniques (there are other examples). But this is no

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longer life drawing, for to google_ad_slot = "7160667483"; teach these things there is
no need for a model. Terming it as such only reinforces the assumption that the underlying tradition of life drawing is something that must

including non-Western kinds. For these reasons, I am against the teaching of life drawing.

Martin Lang is

EMAIL:baiwei5000@126.com
a lecturer in
Fine Art at the University of Lincoln.
jb54.com style="font-weight: 400;">E-mail: mlang@lincoln.ac.uk