disclaimer: all opinions expressed are my own unless otherwise noted.
i am exhausted, body and soul. every bone in my body is screaming for sleep and to just not do any art ever again. for the last few months art has felt like absolute poison. there are so many problems with the way art is “taught” that i don’t know where to begin. today the following excerpt occurred:
“you all have to know, conceptually, what you are doing for your coursework. M, what are you doing? your theme is liberation and freedom. E, you are? showing your home culture and the struggle of reunification of the two Koreas. M? juxtaposing life and death. Flory?”
“uh.”
“okay, your botanical studies of plants record and preserve them, commenting on the . next!”
what disturbed me most was that these concepts were mostly what my teacher as an experienced A-Level art instructor had devised, based on our individual subject matter, to impress The Examiner because they were “sophisticated, high-level concepts”. for some of us it wasn’t really what we thought or felt about the subject matter, but it didn’t matter because what we wanted to do didn’t particularly matter if we wanted an A for our exams. besides, we had to meet the marking criteria. yes, there is a mark scheme for art. how can you quantify art? they have it down to a mathematical – harhar – art, i swear. 5% for “recognising and rendering form and structure”. 10% for being able to “handle tone and/or colour in a controlled and intentioned manner”. 6% for “making informed aesthetic judgments”. 5% for “showing development of ideas through appropriate processes, worksheets, etc. before arriving at a final solution”. who comes up with these things? who allocates the marks for this? how can you quantitatively appreciate art? one of my teachers even admitted that most successful fine artists would fail A-Level Art because they wouldn’t meet the marking criteria. you can certainly tell if someone is more skilled at drawing than someone else, but how can someone tell if these were really their intentions or if these intelligent-sounding annotations weren’t something that the teacher helped the student come up with?
the mark scheme is ludicrous, but the approach to art can be even more ridiculous, particularly at A-Level. the art faculty here has a track record of producing stellar art grades year after year which does come, in one form or another for some of us, at the expense of any love and joy we derive from making art. there is so much pressure on staff and students to perform that a lot of the aspects of making art become formulaic and stifling. one of them is how everything must be “fine art” (again, The Examiner plays a key role in this). there are several implications here. there can be nothing cute or pretty, since that would be commercial and non-sophisticated. the easiest way to “fine art” is to “grunge it up”. i am all for “gutsy” and “expressive”, but so many people do it in the same style that it gets tiring, and it is often accompanied by “it will get you high marks” that i’ve begun to loathe those words and what they imply. this past week i’ve been thinking about art styles and realised that there are certain styles of art that students fall into when they take art here – a “house style”, if you will, so that you can at once develop and quash individuality. to “grunge things up” we fall back on methods like using wax, using charcoal and big marks, ink and satay stick.
and it’s not just the media that people use (and in similar fashions), but also the subject matter chosen. the exam makes for such generic work. choosing subject matter is something that is always done with the exam in mind. every year somebody does plants; every year one or two students will end up with a final piece that consists of a painting of scarf wrapped around the face and showing just the eyes, or a variation thereof. someone will study flowers (and HENCE use Georgia O’ Keeffe as artist inspiration). cloth is a very, very common subject matter. ropes are becoming increasingly common (especially after i did a full project on it last year). butterflies are discouraged by some members of faculty. furthermore, people tend to work backwards so that they can meet exam expectations. i can’t count the number of times i ‘ve heard “oh i drew this thing, THEN i came up with some bullshit to tell the teacher about why i did this and what my intentions were etc. i didn’t actually think of anything.” i find this so, so sad — that people have to twist things to fit a rigid system, invent reasons for doing things, not feeling what they are doing.
it’s no surprise that every single year people have a love/hate relationship with it, mostly leaning towards hate. at too many points in the past few years we’ve all slammed down our brushes and snapped, i HATE art. art isn’t fun anymore. last term we were all so burned out with all the pressure and expectations for art that we literally couldn’t work for two months. artist block feels ten times worse than writer’s block. we’d go to class and stare at our papers and attempt some drawing, doggedly pushing on even though we were hating every second of it. M summed it up when she said, “i used to look forward to art lessons, but now i don’t even want to be here.” several friends dropped art because they couldn’t stand being hemmed in by the mark schemes, by exam expectations, by the inordinate amount of pressure placed on us to get good grades. so much about it is about demonstrating things. if we are expressing something, it is for the sake of communicating a concept which then has to be explained like an academic paper. everything we do is given a label and dressed up in exam jargon – “exploratory surfaces”, “aesthetic judgments”, “sophisticated composition”.
it’s not just art, damnit, but school in general – it’s all about the exams. i don’t know whether i should be grateful that they don’t try to hide it. no lesson goes by without some reference to exams or The Examiner, capitalised. i’m sick and tired of hearing the phrase “you have to show The Examiner…”, “in the exam you have to be able to…”, “you have to demonstrate to the Examiner that…” it isn’t just art, it’s every single subject there is. this is the exam culture i’ve grown up with and it’s taken me this long to realise, consciously, that i loathe it. i’m a true blue product of that system: i worked like a maniac for the three years i’ve been in this school and have stellar grades by most standards, but at the cost of my sanity and emotional health. shed so many tears. there is only so much pressure that anyone can handle, and what people call “education” does a very good job of making machines out of everyone, and not teaching them anything about real life. how we are all assigned numbers, how the school is meant to “equip” us with “skills” and “abilities”. how to approach types of exam questions, how to outwit The Examiner, how to phrase, how to use PEEL in writing essays. how not to be a “leader”, as my school’s purpose statement would like to make out, but how to be a follower, a sheep, a conformist. there is a culture of academic excellence and a culture of mediocre effort and critical thought. these complaints have all been made before, by different people and different times all around the world, but i am still so bitter. the main failure of the two education systems i’ve known is that teachers mostly teach students how to jump through the hoops of mark schemes, and the result is that some subjects which are actually super-fascinating are shunned because of the way they are taught, and because students will instead take subjects that they are more certain of scoring highly or that at least have some “use” in the future. too many people i know took certain subjects because their parents pushed them to, because it would be useful for getting a job later, because it was a compulsory subject, because it would be easier to get an A in the exam. not because teachers had ever been able to instill any passion in them for it.
is it just me? how can people just sigh and shrug it off, and go back to their books and memorize things? when i first came to this international school i was so excited to be here. the grass always looks greener on the other side — i’d been trying to get into this school since age 11, but government policies and a, uh, lack of connections prevented that from happening until the year Hishamuddin decided to open up international schools to the general public (not that you couldn’t get your kid into one with a substantial amount of extra bribery anyway). it was what i’d always been dreaming of, so i was so determined to be on top of everything from studies to CCAs that i missed out on a lot of valuable things, like spending time with friends or watching movies or reading a lot more books than i had the time for, and now i don’t have the energy or time for it.
because my school is a corporate institution with parents on the board of trustees, and it’s mainly asian, there is an inordinate focus on academics – that’s what keeps the waiting list long. in terms of what the predominant concerns are, it isn’t very different from the local schools i used to be at (one chinese school, one private national-syllabus school). it’s about grades and exams and regurgitation, only they dress it up in fancier jargon and slightly more motivated teachers (higher expat pay). i’ve had so many conversations with my MUN director who despises the way this school is run as much as i do — quite a few of the teachers recognise and dislike the cold, business-like way this school is run, and especially local teachers who have a much, much lower salary than expatriate teachers, even if they are just as qualified. there is so much pressure on students and teachers to perform academically that there is no time to learn about anything else.
i’ve said this to many people, but the only thing we can do is to suck it up till the exams are over. and i will be glad when this is all over. everything i’ve said above is somewhat contentious, and if anyone from the art faculty saw this i would be shunned forever — artists are temperamental. but they never pretended otherwise.








for dessert, hot and cold brownies – the brownie component from Fran Bigelow’s Chocolate, the recipe for Truffle Brownies (or something along the lines thereof), and R’s contribution, Tin-Roof Ice Cream. chunks of brownie in the ice cream make it feel as though you’re eating the same thing at different temperatures, which is oddly addictive and lovely. and that brownie is no joke – that is rich stuff.
