Or ‘Two Brain’ Brian Eno’s Art School Daydreaming
In the pantheon of rock’s cerebral mavericks, Brian Peter George Jean-Baptiste de la Salle Eno AKA Brian Eno or just plain Eno stands as our premier egghead-in-residence, the boffin who turned knob-twiddling into an art form, and made the recording studio a canvas rather than a mere tool. While lesser mortals bang away at their instruments with workmanlike dedication, Eno approaches music as just another colour on his palette.
The roots of Eno’s glorious dilettantism lie not in the cramped smoky clubs of London but in the rarefied air of art school conceptualism. Before he became the feather-boa’d synth wizard of Roxy Music, before he produced landmark albums for everyone from Talking Heads to U2, before he invented ambient music while flat on his back after being walloped by a taxi, young Brian was just another paint-splattered art student at Ipswich’s Suffolk College, soaking up ideas that would later transform rock music.
“Art school didn’t teach me how to paint, it taught me how to think about why I might want to paint in the first place.” – Brian Eno.
This intellectual approach, questioning the very foundations of why we make art became the cornerstone of his musical methodology, a perpetual askance glance at rock’s tedious conventions.
At Ipswich, Eno fell under the spell of teacher and mentor Tom Phillips, a walking encyclopedia of avant-garde approaches whose influence on our hero cannot be overstated. Phillips; painter, composer, translator, and all-round Renaissance gadabout introduced the young Eno to the work of John Cage, to the mind-bending possibilities of chance operations and indeterminacy. Phillips’ own masterwork, “A Humument,” in which he transformed a Victorian novel into a series of visual poems by painting over the text, leaving selected words visible, demonstrated how one might create new meaning by obscuring the old, a strategy Eno would later deploy in his oblique collaborations with David Bowie.
“Tom showed me that art wasn’t about technical skill, it was about context, about framing experiences.” This revelation liberated the technically limited Eno, allowing him to approach music as conceptual art rather than a craft to be mastered. When he later joined Roxy Music, he proudly proclaimed his musical illiteracy as a virtue rather than a handicap.
The conceptual art movement that dominated British art schools in the late ’60s provided Eno with his intellectual toolkit. Here was an approach that valued ideas over execution, process over product, and systems over virtuosity, catnip for a mind as restlessly curious as Eno’s. From conceptualism came his fascination with self-generating systems, with setting up musical experiments and then stepping back to see what might happen. His famous Oblique Strategies cards (created with artist Peter Schmidt) with those cryptic injunctions like “Honour thy error as a hidden intention” or “Emphasise differences” are pure conceptual art, placing process above outcome.
While most rock musicians have historically treated their art school past as a brief bohemian holiday before getting down to the serious business of power chords and stadium tours, Eno has remained defiantly committed to the art school perspective. His collaborative approach, turning musicians into components in his sonic experiments derives directly from the workshop methodologies of art school. When he produced Talking Heads’ “Remain in Light,” he was essentially running the band through a series of conceptual exercises, treating David Byrne and company as materials rather than auteurs.
Even Eno’s celebrated ambient works, gossamer soundscapes made for the comedown room, can be traced back to the “expanded cinema” experiments he witnessed as an art student. These multimedia environments, combining film, light shows, and sound, were attempts to create immersive experiences rather than discrete works of art. When Eno later described ambient music as being “as ignorable as it is interesting,” he was channeling the art school notion that art need not demand attention but might instead modify an environment.
What separates Eno from the legions of other art school graduates who’ve strayed into rock’s territory is his ability to translate rarefied conceptual approaches into works that connect emotionally. His productions for U2 may have been informed by systems thinking and process art, but they also made the Irish bombast merchants sound bloody enormous. His solo works might be exercises in cybernetic theory, but they’re also strangely moving, capturing melancholy and wonder in their abstract washes.
In an age when rock has largely abandoned its art school flirtations in favour of earnest authenticity or technical showboating, Eno remains our most eloquent reminder that popular music can be a laboratory for ideas as well as emotions. The art school influence that formed him, that combination of intellectual rigour and playful experimentation continues to inform his work, whether he’s producing pop stars or creating video installations.
As we face another decade of dreary singer-songwriters emoting over acoustic guitars, we need Eno’s art school sensibility more than ever. With Eno, thinking about music can be as revolutionary as playing it.
Brian Eno attended Ipswich Art School, Winchester College of Art 1964-66 & 1966-69.
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Art Pop / Pop Art: a study of the influences of art school, famous artists and movements on pop and rock music. Those institutions where failure is motivation, where the eccentric and pretentious emerge into the fascinating space where art and music meet.