In the 1960-70s the established understanding of art was the singular, precious, expertly made and evaluated art object, which ruled art history, the art market, and museums. In the cultural backwater of Australia training took place in the publicly funded art school. These were primarily vocational, focused on the transmission of practical, manual skills or art making and centred around studio practice.
The autonomy of the art school started disappearing when it became part of the College of Advanced Education in 1973. This reform sought to formalize and elevate the study of art and design nationally through the introduction of university-style academic requirements. The “Art Theory” course built upon the new climate and system of liberal education further underscored the importance of general and specialist knowledge—from both within and outside of the discipline of art—and critical and logical thinking.
This was when the traditionalist notions of artmaking felt themselves to be under siege as American minimalists, conceptualists, and critics were pushing past the boundaries of painting and sculpture by delegating the production of their artworks to industrial fabricators and artisans, polemically downplaying the importance of execution and highlighting the primacy of the idea.
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