Why my books are needed?
Two quotations from students who have come on my courses at the Painting School of Montmiral indicate why there is a need for my books on drawing and painting. The first talks of, “a very different and vastly more interesting type of artistic education than I have met before” (Yolande Hart). The second goes into greater detail, explaining that, “This course, with its reference to proven research and with the patient explanations of its implications with respect to how the brain receives and interprets information provides a fundamentally sound approach commonly lacking in other courses and literature” (Iain McCowan).
Other comments on the uniqueness and efficacy of the methods I use in my teaching can be found on the “Comments” page of the Painting School website. Over 200 examples of student work can be found on the Student Work page
The limitations of existing books
At the end of a course, students often ask me to recommend books to read that will help them reinforce the new ideas to which they have been exposed. The explanation as to why I have found it difficult to give them a satisfactory answer is the same as the reason I seized an opportunity to do research at the University of Stirling in Scotland. Before arriving at this turning point in my life as an artist, an important part of my time had been devoted to teaching drawing and painting. Despite enjoying my work and although my approach was clearly appreciated by my students, I always felt that there must be some better ways of helping them. In my efforts to improve matters, I tried out a variety of the practices recommended in books, including most of the ideas later to be popularised by Betty Edwards in “Drawing with the Right Side of the Brain”. I found that nearly all of these helped up to a point, sometimes spectacularly so. The problem was that there were always important reasons for wanting to go beyond that point. I also used ideas coming from the Psychologists of Perception, that centred on their concept of “schemas” and the way these influenced both looking and doing strategies. Again, they helped to some extent, but left too many questions unanswered.