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The End of Post-Modernism Part 1

The End of Post-Modernism Part 1




Part one


In hijacking the post-adolescent need for change and self-assertion, current post

modern art education operates through a fashion dictatorship that denies the cultural

layering of history and true creative freedom.


For the administration of art to be truly of our time the term ‘Post-Modernism’ has

to be abolished as it pretends to build a future on the destruction of the past, it is

undemocratic and does little to help the empowerment of artists in society.


Modernism enriched our society

Modernism removed culture from being a privilege of an elite wealthy class, levelled

by war and mobilised by a need for industrial economy, it put a creative power into

the hands of the people while giving new value to new materials and art forms while at

the same time celebrating them.


Post-Modernism has wrongly interpreted this new freedom, fought for through great

opposition and hardship.  Artists who first revealed abstract elements were taken to

court, their work shot at by irate members of the public whose traditional sensibilities

had  been disturbed.  During the last forty years, that critical freedom has been turned

against the very people who fought so hard to achieve it – the artists- and even more

crucially, the art students themselves.


Modernism incorporated traditional and ethnic skills, absorbed regional visions,

elements of folk art, even icons that can be traced to our earliest known history.

It was exciting, dangerous, radical, revolutionary, but in the course of time it did not

remove from the individual their rich legacy of history; it became a part of it.


By misrepresenting the part Modernism played in terms of social change, of giving

power to the people, we take that very power and freedom away, substituting it with

a cultural dictatorship that denies our right to inherit our legacy of history; that is

history that we are free to interpret, free to use, or discard.


Undemocratic art administrators destroy creativity .

We make the administration of art and education more important than the people who

devote their lives to practicing their art.  We dumb down creativity by applying a heavy

veneer of ‘museology’ (an established creative skill in the right hands).  We over-

theme-park art, reverting it to the Victorian ‘freak show syndrome’,

then cover lack of content with a surfeit of jargonistic explanations  eroding

stimulation, shutting us out with a false elitism.


Post-Modernism is devoid of wisdom.  It vicariously feeds from the cult of the young who

fall prey to a regime that reduces the will of the individual through

dictated ‘modes of learning’ whilst drawing a curtain across inner needs, inherited

skills, traditions, genuine innate ability.  It is invidious and devoid of humanity.


Post-Modernism pretends to be radical yet suffocates true creative freedom.

In education it declines to give a service to the community it is paid to serve.

It denies the individual their right to learn as they wish, through a learning mode

suited to them.  Post-Modernism has not adapted to new knowledge, new needs;

it is a vacuous, controlling regime of non-culture that fuels the non-individual. the

non citizen; it starves new-born children by depleting their natural propensity to

question and to learn from the experience of their parental community.


Core skills mobilise creativity

By repressing ‘core skills’ we starve the creative process and devalue support

industries.  It is short-sighted to say that artists are not special; if you believe that

human life has a value - all people are special.  Even the communist regime while

dressing the manager equally to the worker, maintains the vital role of the manager to

innovate, be wise, and to understand human need.  If you truly support the need of the

individual, you will support their ability to communicate their images, words, sounds,

actions, ideas, to others; you will help them to feel valued, to feel empowered.

That process of communication requires formats, structuring, i.e. core skills.


If you are truly democratic, you will allow people to form their own regimes,

while offering them the experience of history through wise teaching, training

and management.  Core skills supply modes of communication; they can be redefined

and reinvented just as the accomplished make their own materials or use the ready-

made material of others as a vehicle for their communication process.

Film requires a camera, watching film requires seating, canvas has to be woven.

Core skills may be abandoned or transposed into other disciplines but from a

position of strength once people have been given the opportunity to learn them.


go to part two >

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