The mid-nineteenth century saw the introduction of publicly funded art education as an alternative to the established private institutions. Quinn explores the ways in which members of parliament applied Bentham’s utilitarian philosophy to questions of public taste.

The mid-nineteenth century saw the introduction of publicly funded art education as an alternative to the established private institutions. Quinn explores the ways in which members of parliament applied Bentham’s utilitarian philosophy to questions of public taste.

The Victorian Art School documents the history of the art school in the nineteenth century, from its origins in South Kensington to its proliferation through the major industrial centres of Britain. Charles Rennie Mackintosh’s Glasgow School of Art, together with earlier examples in Manchester and Birmingham demonstrate an unprecedented concern for the provision of plentiful light and air amidst the pollution of the Victorian city. As theories of design education and local governance converged, they also reveal the struggle of the provincial city for cultural independence from the capital. Examining innovations in the use of new technologies and approaches in the design of these buildings, The Victorian Art School offers a unique and explicitly environmental reading of the Victorian city. It examines how art schools complemented civic ‘Improvement’ programmes, their contribution to the evolution of art pedagogy, the tensions that arose between the provincial schools and the capital, and the role they would play in reimagining the relationship between art and public life in a rapidly transforming society. The architects of these buildings synthesised the potential of art with the perfection of the internal environment, indelibly shaping the future cultural life of Britain.

Bentham and the Arts considers the sceptical challenge presented by Bentham’s hedonistic utilitarianism to the existence of the aesthetic, as represented in the oft-quoted statement that, ‘Prejudice apart, the game of push-pin is of equal value with the arts and sciences of music and poetry. If the game of push-pin furnish more pleasure, it is more valuable than either.’ This statement is one part of a complex set of arguments on culture, taste, and utility that Bentham pursued over his lifetime, in which sensations of pleasure and pain were opposed to aesthetic sensibility. Leading scholars from a variety of disciplines reflect on the implications of Bentham’s radical utilitarian approach for our understanding of the history and contemporary nature of art, literature, and aesthetics more generally.

A novel investigation into art pedagogy and constructions of national identities in Britain and Ireland, this collection explores the student-master relationship in case studies ranging chronologically from 1770 to 2013, and geographically over the national art schools of England, Ireland, Scotland and Wales. Essays explore the manner in which the Old Masters were deployed in education; fuelled the individual creativity of art teachers and students; were used as a rhetorical tool for promoting cultural projects in the core and periphery of the British Isles; and united as well as divided opinions in response to changing expectations in discourse on art and education. Case studies examined in this book include the sophisticated tradition of 'academic' inquiry of establishment figures, like Joshua Reynolds and Frederic Leighton, as well as examples of radical reform undertaken by key individuals in the history of art education, such as Edward Poynter and William Coldstream. The role of 'Modern Masters' (like William Orpen, Augustus John, Gwen John and Jeff Wall) is also discussed along with the need for students and teachers to master the realm of art theory in their studio-based learning environments, and the ultimate pedagogical repercussions of postmodern assaults on the academic bastions of the Old Masters.

A revelatory history of the first artist collective in the United States and its effort to reshape nineteenth-century art, culture, and politics The American Pre-Raphaelites founded a uniquely interdisciplinary movement composed of politically radical abolitionist artists and like-minded architects, critics, and scientists. Active during the Civil War, this dynamic collective united in a spirit of protest, seeking sweeping reforms of national art and culture. Painting Dissent recovers the American Pre-Raphaelites from the margins of history and situates them at the center of transatlantic debates about art, slavery, education, and politics. Artists such as Thomas Charles Farrer and John Henry Hill championed a new style of landscape painting characterized by vibrant palettes, antipicturesque compositions, and meticulous brushwork. Their radicalism, however, was not solely one of style. Sophie Lynford traces how the American Pre-Raphaelites proclaimed themselves catalysts of a wide-ranging reform movement that staged politically motivated interventions in multiple cultural arenas, from architecture and criticism to collecting, exhibition design, and higher education. She examines how they publicly rejected their prominent contemporaries, the artists known as the Hudson River School, and how they offered incisive critiques of antebellum society by importing British models of landscape theory and practice. Beautifully illustrated and drawing on a wealth of archival material, Painting Dissent transforms our understanding of how American artists depicted the nation during the most turbulent decades of the nineteenth century.

When women were admitted to the Royal Academy Schools in 1860, female art students gained a foothold in the most conservative art institution in England. The Royal Female College of Art, the South Kensington Schools and the Slade School of Fine Art also produced increasing numbers of women artists. Their entry into a male-dominated art world altered the perspective of other artists and the public. They came from disparate levels of society--Princess Louise, the fourth daughter of Queen Victoria, studied sculpture at the National Art Training School--yet they all shared ambition, talent and courage. Analyzing their education and careers, this book argues that the women who attended the art schools during the 1860s and 1870s--including Kate Greenaway, Elizabeth Butler, Helen Allingham, Evelyn De Morgan and Henrietta Rae--produced work that would accommodate yet subtly challenge the orthodoxies of the fine art establishment. Without their contributions, Victorian art would be not simply the poorer but hardly recognizable to us today.