I’ve just returned from the sparkling shores of Sydney Town, where I spent an action-packed week, a week bursting at the seams, getting my fill of all things art at the Julian Ashton Art School. I signed up for an intensive week and went every morning, afternoon and evening and drew like a woman possessed by a mad drawing-demon. I’ll fill you in, as I gather my thoughts.
The nicest thing was feeling so at home at Ashton’s—the teachers are, after all, my artistic grandparents, and it felt right that I should waltz in and claim my place in this revered institution. I had the feeling that the Atelier and Ashton’s are sister schools, striving toward the same end, students and teachers interchangeable; we simply carry on our combined project in the north and in the south respectively. I was welcomed as a country cousin, proving my heritage by my skills and processes.
The teaching has the benefit of being extremely varied—the sheer number of teachers means that there are many methods and preferences and views to absorb. While we speak the same language—talking of tone, form, shadow shapes, space, weight, alignment, measurement—there is no predicting in what manner each teacher will draw these elements together, and what insights will be gained from uniting them in this way. The challenge with each new class was to identify which element is key for each teacher, and to work to extract from them why this element, and why this way. Some think in terms of the distribution of weight through a figure, beginning from the foot and working up in a loose sort of way; others think in terms of points aligned on a grid, connecting a constellation of accurate dots into a precise outline. Others sculpt a face thinking of up-planes and down-planes, front and side, independent of light; others show depth by offsetting tones—some of which adhere to shadows, others to planes. Emphasise planes too much and be accused of being academic; use straight lines too rigidly and be accused of drawing robotically—the only way to proceed is to ask pointed questions and be willing to adapt.
After being stuffed full of new ideas, techniques, anatomical knowledge and ways of considering a drawing, I came to the realisation that a school like Ashton’s is an enabling environment, but that one ought not be too pliant. The vast range of styles and approaches in the students—all extremely talented—is evidence that people come to grow their own abilities, not to have a way imposed upon them. Failing to emulate is no failure at Ashton’s; what is learned goes deeper than a visual mimicry. My own style remained evident in my drawings, but my thinking has changed. I have a few new tools in my belt.
