Abstract
Some reappraisal of the role of Art colleges has been undertaken by the Coldstream and Summerson committees, and these have highlighted the rather ambiguous position in Further Education which such institutions occupy. This article attempts to analyse this ambiguity in terms of the different patterns of interpersonal relationships in Art colleges, seen as a function of both established institutionalised behaviour and of the contrasting personality structure of Art College teachers.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
