International Journal of Art & Design Education

Current Issues in Art and Design Education: Art, Science and Technology; Some Initiatives for Change

Volume 6.3   1987



North American and other experiences clearly indicate that British art and design education benefited from certain changes and developments that did not happen in the same way or degree elsewhere. Without going into historical detail, the author refers to those developments in the 1950s, when a new form of basic course involving visual language and two and three-dimensional systems was originated and the possibilities of a more exploratory and creative form of art and design education was researched. The so-called basic courses became the source of the new foundation courses, with new autonomous institutions empowered to offer the new professional courses and qualifications. What was so important and so valuable was the opportunity, backed by a period of expansion and optimism, to review the nature of art and design education, its methodologies and objectives. Teachers in Britain enjoyed a unique opportunity for reconstruction, rivalled only in certain centres in Germany, and, to a lesser extent, Japan. The paper goes on to explore the impact of new technology and the early use of computers in art education.