Additional resources and publications

This Tate film can be live streamed from youtube or from this site.

Powerpoint Presentations

These are slides that we have used when making presentations about our research. We have added notes to the slides which explain each in more detail. You can see the notes if you hover over the arrows at the bottom of the slide. If you would like to use the notes, please follow the download link below each slide show.

(1) What students say about studying the arts

Download the slides and notes about students views on the arts

(2) A comparison of the arts and cultural engagement of students in TALE schools with their peers

Download the slides and notes about students’ cultural engagement.

(3) What arts teachers did

Download the slides and notes about arts teachers and schools.

(4) The research design

Download the slides and notes about the research design.

Verbatim theatre script

At the Time to Listen launch, students from Rickards Lodge presented a verbatim theatre performance. The script was developed by the RSC using a corpus of material selected by TALE researchers. The script may be of interest to people wishing to present research results in a public forum.  Download the PDF of the Time to Listen readers’ theatre

Academic publications

Arts education and the right to culture

We see arts education as a vital part of a young person’s broader cultural education. We think arts education is fundamentally about learning to produce and represent meanings, so good arts education involves doing (e.g. making or interpreting) and being (e.g. taking on the role of artist or performer) as well as knowing. We explain our position in this book chapter.

Beyond civics: Art and Design education and the making of active/activist citizens

We argue in this chapter that while Civics might be the responsibility of a particular subject teacher, all teachers and the whole school teach students about democratic life. if the school is a polis then teachers can work with active citizenship pedagogies, and teach material that raises questions about democratic practice and issues of concern in democratic societies. We discuss what this means for Art and Design in particular.

Arts subjects choice as resistance and accommodation

Our research showed that young people often chose arts subjects even if they did not intend to go on to further arts study or to a job in the arts. They told us that they saw the arts as something that they would do all of their lives. But they also said that the arts were very different from their other subjects and this was very important to them. In this paper we explore the importance of the everyday experience of arts education.

The pedagogical logics of arts rich schools: A Bourdieusian analysis

One of our key findings was about the importance of teachers who brokered young people’s access to and experiences of a wide range of arts events and organisations. Arts broker teachers were often practising artists themselves and were always engaged audiences. They embodied what it means to live as active cultural producers and consumers and made it possible for their students to choose to do the same. They were supported in this work by their schools. This paper offers a theoretical explanation for why and how this was possible.