Abstract/Summary

This research addresses critical challenges in art education within the UK, particularly against a political climate prioritising Science, Technology, Engineering, and Maths (STEM) subjects. The focus on STEM has inadvertently diminished opportunities for children from diverse backgrounds, including those from protected ethnic, socioeconomic, and working-class or white male students. Acknowledging the substantial contributions of art graduates to various sectors through their creative and critical skills, this thesis explores models of art education that prioritise inclusivity and engagement. The study explores novel methods and alternative spaces to enhance engagement among children and young adults (aged 8-18) in arts-based Widening Participation (WP) activities. Through practice-based research and analysis, the effectiveness of these approaches is evaluated. The goal is to provide evidence of successful, replicable and adaptable project designs that other educators can adopt. The research expands on how to approach WP projects, including integrating new and emerging technology and teaching and learning methods from other disciplines, such as art, drama, design technology, and the sciences. The research draws preliminary conclusions and identifies areas for further investigation and dissemination. A distinctive contribution of this PhD research lies in applying artistic practices when developing reproducible teaching and learning activities. In this context, ‘artistic practices’ refers to the methods and approaches typically employed by artists in their creative work, such as experimentation with different materials and techniques, creating artwork, reflecting, playing, testing and presenting work. Employing a multimodal approach methodology, this research includes case studies, interviews, photo documentation, examples of practice-based activities, and participant observations. A diverse cohort of young participants, educators, and stakeholders was involved in the studies to provide a comprehensive view of the issue. The data collected is used to uncover the barriers and opportunities for young people in art education and identify the factors influencing participation. The research questions were developed collaboratively over six years whilst working with ArtLab, sponsors of the PhD at the University of Reading. ArtLab (see fig.1) aims to engage children from varied social backgrounds in art and technology projects. The author's experience as an artist educator influences a research focus encompassing cybernetics, drama pedagogy, storytelling, and thinking through making. The project advocates for an educational paradigm shift that moves away from the perceived hierarchical roles of artists and teachers as knowledge givers and instead promotes a co-researched approach to WP learning experiences. This research is set against a backdrop where many teachers are wary of breaking the confines of a linear curriculum at the risk of unsettling their students and consequentially falling behind in league tables. This has led to a reluctance towards creative experimentation and risk-taking.2 The ticking of examination hall clocks is drowning out the authentic voices of many young people. The thesis establishes a solid theoretical foundation for proposing educational shifts and articulating the value of creative practices in achieving WP objectives.