Disrupting the Masculine Canon in Fine Art Education

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Abstract

In order to disrupt the masculine canon in fine art education, teaching staff could be encouraged to introduce greater parity in the provision of artist role models for the subject area’s majority-female student cohort. This article argues that the segregation of a masculine and feminine art history is problematic for both educators and learners, and that many female graduates are dropping out of practice due to few female role models and subsequent lack of confidence in career progression.