displaying and sharing art

This post is written by Lexi Earl, on her time at Welling School in Kent.

When I arrived at Welling School in Kent, I was immediately fascinated by the ‘mini gallery’ space in reception – a tall glass cube, filled with objects. It displayed work by Year 8 students, responding to work by American artist Judith Scott. These were vibrant, colourful balls that used thread and textiles to create new art from found objects. The wall next to this mini gallery was filled with posters advertising the school’s ‘alTURNERtive’ prize – a yearly art competition for students.

 

Welling is an art specialist school and there is a lot of opportunity to partake in art of various kinds, but what struck me in the first few moments was the clear importance of sharing and showing students’ work. In my few months on this project, I have noticed how students talk about sharing their work, and how comfort with sharing appears to develop over time – younger students tend to be more cautious about sharing their developing art works, whereas their older peers are sharing on social media and engaged in conversation with other young artists.

Students I spoke to clearly knew that their school valued the arts, their art in particular, and showcased this in various ways.

Art has always been very big in the school. I just think that it is appreciated.

They have an awards ceremony as well. The alTURNERtive prize they do that every year cause we have a gallery downstairs. And we have a lot of stuff around the room, like everyone’s work is displayed. Like last year, everyone’s final pieces will be up on the walls.

It’s one of the main things that attracted me to the school [the way it values art]. I used to go to [another school] and they’re into art as well but I thought that this was even more into art cause its what I want to go into so it felt like this was the right decision to come here.

When I asked how the school’s value of the arts made them feel they said:

It makes us want to do more big stuff and show it off, cause we know we can.

I feel less restricted cause you can make big stuff in this school.

One student explained about her experience in The alTURNERtive Prize:

So they choose a couple of people from Year 11, 12 and 13, art that they’ve done and they put it in the gallery and it’s like a show. Everyone comes in to watch it. And they choose an overall winner. […] It’s fun. It’s a good experience. You feel quite involved in everything and it feels a bit more real. And you feel like you get rewarded for the stuff you do, so it’s quite nice.

And what did everyone say when they came in and saw all the artwork?

It’s like not a community but like everyone’s joined together and everyone is like ‘oh, your work’s nice’, ‘and your work’s nice’ and you all give each other ideas. It’s a nice thing to do. It’s a good idea. It works.

Sharing art work at Welling was not only confined to formal gallery spaces or competitions. The teacher’s classrooms displayed student work, and the corridors of the art block were full of posters, art, photographs and notice boards showcasing recent plays or information on exhibitions students could visit.


At Welling I began to think about the role the school and teachers can play in creating spaces where students can share work in a gradual fashion – anonymously in the glass cube, with friends, family and other artists in the school gallery space, and eventually, on social media and in other public spaces. And through doing so, empower students to share their work with the world.