I am a teacher of art in all its forms (drawing, painting, sculpture, video, performance etc), but the focus of my practice, research and most of my teaching is in painting. This paper will seek first of all to re-position painting as a discipline within the philosophical discourse of educational ideology. By identifying the particular nature of painting as a discipline I will discuss its signature pedagogies via its ideological orientation. A consideration here will be the overlapping of several elements of the four Educational Ideologies (traditionalist or liberal i.e. learning for the sake of learning, vocationalist or education that understands economic needs, progressive or imancipatory in which the focus is on personal growth and social constructionist or critical where education will transform society). I will discuss how my personal research into painting and its related theoretical discourse (what function can the painting serve within the violence of financial capitalism other than as another form of commodity?) is co-opted into the teaching of the subject and the issues that arise as a result. There will be a focus on the nature of the teaching of art and painting in general and how I have evolved a curriculum checklist independently. I will also discuss art education provision at A’ level and the incompatibility that arises once students arrive in the universities research led environment.

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