Purpose

Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.

Design/methodology/approach

Drawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.

Findings

The two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.

Originality/value

This article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.

中文翻译：

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记住和忘记技术教育的艺术

目的

在20世纪，技术教育在澳大利亚的文化生活中发挥着重要作用，其方式通常被人们忽视或遗忘。由于所有教育对于任何国家的文化生活都是至关重要的，因此本文将追溯技术教育与国家社会想象力之间的关系。具体而言，本文着眼于艺术教育与技术教育之间的联系，并通过考虑改变澳大利亚的文化代表性来做到这一点。

设计/方法/方法

本文利用包括学校档案，未出版的自传专着，艺术目录和纪录片在内的资料，详细介绍了来自二十世纪澳大利亚不同时代的两位艺术家的生活和作品。文章利用了康纳顿（Connerton，1989，2009，2011）提出的社会记忆，以两位澳大利亚艺术家的生活为例，并举例说明了技术教育与艺术之间持久的关系。

发现

两位艺术家，威廉·华莱士·安德森（William Wallace Anderson）和卡罗尔·杰雷姆斯（Carol Jerrems）都是技术学校的产品和教师，他们产生了自己的艺术，这些艺术对澳大利亚国家想象力的变化提供了不同见解。通过探索他们的生活和工作，技术教育与艺术之间的联系体现了艺术家作品及其代表澳大利亚不断变化的国家想象的物质的社会记忆。

创意/价值

本文以来自技术学校的两位美术老师为特色，以艺术在技术教育中的中心地位为例。通过艺术家和艺术家的生活和作品，这篇文章强调了澳大利亚文化想象力的转变，同时还记住了艺术在技术教育中的核心地位。在整个二十世纪，艺术与技术教育之间的关系持续存在，揭示了时代的敏感性。