art classrooms

Throughout the TALE project, I have been enthralled by art teachers’ classrooms. They are busy spaces, filled with pictures of student work, posters of art-related events and activities. There are piles of sketchbooks, jars with pencils, paintbrushes, sinks splattered with paint. There are large art books for students to reference. Often there is a kiln, sometimes a dark room too. There are trays for drying work on, or work is pegged up over the sink, like clothing on a washing line.

At Archbishop Tenison School in south London, Hannah King’s art class is similarly fascinating. The space is bright and airy. The art rooms are located right at the top of the school and so they make use of skylights, as well as a wall full of windows. The space is welcoming and busy, with posters on walls, a shelf full of reference books, and student artwork stacked deep against the walls.

The sense that the art spaces are somehow ‘different’ from the rest of the school though is not just something I have noticed. In my conversations with boys at ATS, they spoke of how being in the art space was different to being in other spaces in the school.

Is being in art similar or different to other lessons?

Completely different. Obviously the work is a lot different. But I think communication with the rest of my peers, it is also really nice to have because in this room it’s sort of like, I wouldn’t say family but it’s sort of that, the bond between all of us because we all have the same things we want to do. We all chose art for a reason. That just works perfectly in the workspace. Because of that bond that we have, I think that the space that we have is just… it’s just nice to be in the room with these people as well because they have the same interests as I do. It is friendly.

 You feel free because it’s just you sitting down, doing your work. No one is there to tell you what to do. It is just you, sitting there and expressing yourself, and sometimes we listen to music, which is helpful because you get new ideas.

The boys talked of how Hannah was different from other teachers too.

Miss is more free. She lets us do more creative stuff, like she lets us be in our zone. If you want to listen to music and get on and work, she’ll let us do that.

You have to be more creative. She lets you express yourself.

Moreover, approaches to work were different in art than they were in other lessons:

Art gives you a sense of freedom in this school. In our GCSE work in Year 11, we had 8 topics to choose from and I chose detail and with that you can just study three different artists and then create a final piece to do with your chosen theme and I think that is really good because the school doesn’t give us a fixed thing that we have to do. You can study different things, explore with arts, if it is sculpturing or if it is painting or if it is just tonal drawings. Ms King gives us the option to explore and try something new. You can mix two pieces of work together and it becomes your something good so I think it gives that sense of freedom so it also allows our creativity to just flow with the work.

The boys I spoke to at ATS put into words what I had only noticed – that being in an art classroom feels differently to other spaces at school. It was a space where they had freedom to express their ideas and thoughts, and spend time working creatively.

opportunity and art

This post is written by Lexi Earl about her recent visit to Archbishop Tenison School in London.

On our recent visit to Archbishop Tenison, Becky and I had a conversation with the Y13 art students. It was clear that they were taking advantage of the various opportunities they had been offered that connected them to art organisations and experiences outside of school – some were involved in Tate Collective, others in the October Gallery Youth Collective, and some had done work experience at Universal Studios. They supported each other’s efforts by attending events and going to exhibitions together, forming and creating their own art community.

october-gallery

By contrast, the Y10s were not yet involved in the arts community around them. In conversation I asked them whether they visited museums or galleries, either by themselves or with their families. They said no. They went on to say that it was likely that the only way they would visit such places would be on a school trip. This was interesting because ATS is a school in central London. The Tate is within walking distance. But these young people do not necessarily feel that they can access such places on their own.

Opportunities to become part of the art community, to participate in it, and to take up work experience do not happen by osmosis. The engagement of the Y13s in comparison to the Y10s is part of the work of Hannah King, their art teacher, and is an example of the role teachers play in connecting their students to wider opportunities and experiences within the arts and cultural organisations, either on their doorstep or more broadly in their communities.

Hannah explained the process through which she connects the students to opportunities they might not otherwise be able to access. She runs through her own personal contacts – friends and acquaintances working in a variety of industries that might be of interest to her students. She checks what opportunities might be possible with the organisations and businesses where she has contacts, looking at what is doable and realistic. She takes these opportunities to the Head of Sixth Form, to check whether the school can support the students to take advantage of an opportunity. Finally, she offers the various opportunities to the sixth form students – not only the art students, but anyone who might be interested. For example, students who are interested in the business side of arts organisations can also take advantage of these opportunities.

tate-collective

Hannah knows her students interests and future ideas, and is therefore able to tailor opportunities for them that will help them in the long run. As Hannah told us, it is not just the opportunity to gain work experience somewhere like Universal Studios, Apple, or Ministry of Sound. Having to put together a CV, and write a cover letter gives students practical life skills. This then supports their potential UCAS letters, and ultimately helps students once they start “thinking about how you apply for jobs”.

Teachers like Hannah King play an incredibly important role in connecting young people to the arts, widening the opportunities they may have, and exposing them to new ideas and people that they might otherwise miss.

ats-notice-board-outside-art-y2