Discover the art of Sumi-e, traditional Japanese ink painting in this exclusive workshop led by artist Jurga Vilimaite.
In our Sumi-e CPD workshop, teachers will learn practical skills such as brush control, ink mixing, composition, and the mindful use of negative space, along with the cultural symbolism behind traditional motifs. This CPD opportunity enhances art lessons, promotes mindfulness, introduces authentic Japanese techniques, and provides hands-on inspiration for both teaching and personal practice. Watch a preview here.
All attendees will receive a Sumi-e painting kit (worth over £25), which includes everything you need for the workshop just bring your enthusiasm!
Event Details: £25 in total
•Date: 23rd April
•Time: 3–5 PM
•Location: Online (link provided upon booking)
Get a National Art Pass and help support museums too
Get your pass
A National Art Pass lets you enjoy free entry to hundreds of museums, galleries and historic houses across the UK as well as 50% off major exhibitions.
OUR PURPOSE
About Art Fund
We raise money to help the UK’s museums buy and share exciting works of art, connect with their communities and inspire the next generation.
See More, Live More with a National Art Pass
The 'See More, Live More' National Art Pass campaign celebrates the many ways that spending more time with art and culture is good for your wellbeing. At Art Fund, we believe that access to art is vital for a healthy society and that the UK’s museums are an untapped resource that can help improve our lives by alleviating stress, providing joy, creating opportunities to learn, combatting loneliness, and so much more.
With a National Art Pass, you can visit hundreds of museums, galleries and historic places for free or half price for a whole year.
Art Fund is the charity that connects museums, people and art
For 120 years, we’ve been helping museums and people to share in great art and culture – because we believe that access to art is vital for a healthy society. We do three things, all connected.
We fund art, helping the UK’s museums to enrich their collections – for today, and forever.
We grow audiences, with our National Art Pass opening doors to great culture. And we advocate for museums, through our Museum of the Year award and creative events that bring the UK’s museums together.
Going Places Community Engagement
How we’re helping to increase access to art across the UK
We want to ensure that everyone can experience great art on their doorstep, so we're supporting museums to form dynamic partnerships that increase UKwide access to collections. Meet our museum partners for Going Places and the latest recipients of the Weston Loan Programme with Art Fund – find out how these opportunities, along with our other programmes, are transformative for local communities.
UBATO Artist Teacher
Residential trip to Leeds, account written by
Vanessa Creaton.
In February 2025, Julie organised a remarkable four-day residential trip to Leeds for the Secondary Art PGCE cohort. Accompanied by teachers Beth, Estelle, Jane, and Netty, we immersed ourselves in diverse artistic experiences across multiple venues. The trip balanced viewing significant artworks with hands-on creative workshops, providing invaluable inspiration for our teaching practice.
Our adventure began at East Street Arts screen printing workshop, conveniently located next to our accommodation at the Art Hostel. The workshop offered us practical experience with printmaking techniques that could be adapted for classroom use. The following day we went to The Henry Moore Institute, featuring ‘The Traumatic Surreal’, an exhibition celebrating 100 years of Surrealism. We were privileged to access their extensive archive, which houses Henry Moore's original sketchbooks, documentation of Helen Chadwick's early performances, and numerous carefully preserved artist books and objects. At the Leeds Art Gallery, we explored a diverse collection spanning historical and contemporary works. The education curator (a former student of Griselda Pollock) provided us with a behind-the-scenes tour, offering valuable insights into the gallery's educational programming.
The architectural marvel of The Hepworth in Wakefield impressed us with its expansive gallery spaces featuring floor-to-ceiling windows. The museum houses an extensive collection of Barbara Hepworth's sculptures, including several monumental pieces displayed to spectacular effect in the spacious interior. They also had an exhibition on Surrealism, beautifully curated with juxtapositions between classic and contemporary works, notably a site-specific pastel wall drawing by Nicolas Party with a Max Ernst painting displayed on top.
We spent an afternoon in Saltaire, where the converted salt mill buildings now showcase an impressive collection of David Hockney's works. Highlights included his pioneering giant fax prints from the 1980s alongside his recent iPad drawings and a video montage.
My favourite part of the trip was Yorkshire Sculpture Park. The park's expansive grounds feature works (among many) by masters including Henry Moore, Barbara Hepworth, Niki de Saint Phalle and David Nash, creating a harmonious dialogue between art and landscape. Inside the galleries, we viewed ‘Alchemies’, featuring Bharti Kher's sculptures. We also got to see Roger Hiorn's spectacular ‘Seizure’ – a dazzling blue crystal installation created by pouring 750,000 litres of liquid copper sulphate into an abandoned socialhousing block in London before being relocated to YSP.
Education facilitators Sarah Jane Palmer and Connor Shields led engaging drawing exercises that challenged us to observe sculptures from multiple perspectives and experiment with different approaches. Their emphasis on deep observation resonated with us as educators, highlighting how deliberate looking has become increasingly rare in our fast-paced digital world. The day concluded with a collaborative sculpture workshop using recycled materials from the park's collection –old tyres, metal hoops, and industrial plastics. Working within a tight 20minute timeframe, we created pieces responding to artwork titles.
This art-packed four days provided not just inspiration but practical teaching strategies we can implement into our classrooms. The combination of viewing significant works, engaging with education professionals, and participating in handson creating epitomised the kind of transformative experiences we hope to facilitate for our future students.
‘Brilliant second Art Teacher residency trip organised by UBATO! From day 1, I felt nostalgic about my PGCE year, as I mingled with the current students. Even as the only ECT who joined, I felt very warm, inspired and happy being surrounded by likeminded and lovely art and art teachers! Thank you.’
‘I have loved the trip! I have never gone North before – this city and the surrounding area has been so inspiring for me as a creative. I have been introduced to new artists, accessed archives and workshops I haven’t experienced before. These trips are fundamental to me as a student and teacher. I have received lots of trips ideas for when I am a qualified teacher!’
‘Good value for money – lots to do!
Great to see so much art, especially the Yorkshire sculpture park and Saltaire.’
‘I have really loved getting to see and know a brand-new city! It has allowed me to get back into sketch booking traditionally, especially collaging. As well as this, it has allowed me to gain new experiences and learn how to teach and talk about art for all ages.’
‘Thank you so much. This week has been a real joy – I have never felt so empowered as a creative – having conversations that are reflective and powerful. The week has given me so many ideas for the classroom – especially from the sculpture park, a new way of creating! I have loved every minute, new friends, new ideas and a full sketchbook!
‘The Leeds trip has been ABSOLUTELY INCREDIBLE! The variety of artists, photographers, printmakers and sculptors we have seen has been so inspiring and will definitely be carried into my next placement and future career. Thank you for such an incredible experience, It is one I will never forget!’
‘Phenomenal trip – great bonding with peers, fantastic workshops – really enjoyed not only the variety of shows we saw, but the interactive learning element of learning through play. Loved it all, thank you. Very well organised with lifts and taxis / the hostel etc – fabulous!’
Do you fancy joining us next year for our UBATO Artist Teacher Residential Trip 2026 to Glasgow
Feb 16th – 20th Further details will follow soon….
Kelvingrove Art Gallery and Museum
Observe the impact of Charles Rennie Mackintosh and Art Nouveau in Glasgow.
Day trip to Loch Lomond and the village of Balloch
Gallery of Modern Art (GOMA)
UBATO’s guide
Recommended Local exhibitions to visit over Easter
Maggi Hambling: Nightingale night Pallant House, Chichester.
UBATO’s guide
Recommended Local events / workshops to visit over Easter
Thursday 10 April
BRIGHTON MUSEUM
2-4pm
£15, members £12. Ages 13-16 (children can be unaccompanied)
Explore camera-less photography techniques using found objects from the Royal Pavilion Garden, as well as ephemera from the museum’s archive. In this practical workshop for young people experiment with cyanotype, chemigram and lumen print processes to manipulate light and traditional darkroom chemicals.
Courses at Phoenix – Phoenix Art Space
PHOENIX ART SPACE
10–14 Waterloo Place
Brighton, BN2 9NB
East Sussex, UK +44 (0)1273 603700 info@phoenixbrighton.org
At Draw we run affordable online and in-person drawing, painting and printmaking classes, open to everybody. We run online life classes and printmaking-from-home courses for our international drawing community, as well as weekly in-person sessions from our Brighton studio.
Draw Brighton
In-Person Events
Photo Finish: Experimental Photography
24 March 2025
Is your Secondary School Wonderfully Surreal?
Farley Arts Trust is delighted to launch its second Wonderfully Surreal Art Competition for students taking GCSE or A level visual arts subjects at state schools in East Sussex. The first competition in 2023 (see below some of the remarkable winning entries) was a huge success with students producing a wide range of powerful artworks inspired by the life and work of Lee Miller.
This time the theme is Strange but Familiar and the students are invited to draw inspiration from the artistic legacy of both Roland Penrose and Lee Miller. From 1947 they lived at Farley Farm House in Chiddingly and their visitors included many of the most innovative Surrealist and Modernist artists of the 20th century including Pablo Picasso, Henry Moore and Man Ray .
‘Fell chaser’ Amelie D’Arcy: Winner, Judges Award
To take part in the new Wonderfully Surreal the young artists are invited to submit a photograph taken by themselves of an art work in any media which they have created in response to the theme Strange but Familiar.
The student pack includes photographs of three iconic works by Roland Penrose and Lee Miller for which extended, explanatory captions have been written by their son, Antony Penrose.
The fifteen winning students will be awarded a career-defining opportunity to have their photograph printed in large format and exhibited at a local arts venue where there will be a private view for the exhibition Wonderfully Surreal – Strange but Familiar. A catalogue illustrating the winners’ art works and including their personal statements will provide a further introduction to being in a professional art exhibition. The winners will be offered a free, artistled workshop and there will be another workshop for teachers whose pupils have participated.
‘We’ve been running the Farley Arts Awards and Exhibition for twenty years and this is the second Wonderfully Surreal Competitionevery time we see a new batch of work we are thrilled and often moved by the submissions. We look forward to receiving entries this summer for Wonderfully Surreal – Strange but Familiar and expect once again to be intrigued by these young artists’ work responding to that surreal notion.’ Griselda Bear, Chair of Farley Arts Trust.
‘Dad’ Will Davie, Winner
How to enter:
● If you would like your school to enter please contact Sam Martin, Farley Arts Trust Education Manager at sammartinart25@gmail.com to sign up to our mailing list and request an education pack. These will be sent to all state secondary schools in East Sussex before the Easter holidays.
● Please be aware that all applications must be made by a secondary school teacher and not directly by the student or parent.
● If you are a student (or parent of a student) and would like to take part please share these details with your teacher to ensure that your school receives all the information for you to enter the competition.
● The deadline for digital entries is 28 June 2025. We look forward to hearing from you and receiving your Wonderfully Surreal entries.
*Images and further details about the brief and submission information are included in the education packs.
**Further information regarding dates and workshop details will follow with the full education pack.
‘Baba Yaga's Hut’ Winifred Buckwell, Winner
For all media enquiries please contact Emma Donovan, Farley Arts Trust Arts Marketing & PR at peasinapod11@gmail.com
Notes to editor:
The Farley Arts Trust draws inspiration from the artistic legacy created by Roland Penrose and Lee Miller. They lived after the Second World War in London and at Farleys House in Chiddingly, East Sussex. Many of the most significant Surrealist and Modernist artists, poets and writers of the 20th century including
Paul Eluard, Max Ernst, Joan Miró, Henry Moore, Pablo Picasso and Man Ray spent time with them at their Sussex home.
The Trust aims to promote an understanding and appreciation of this unique artistic legacy of one of the most momentous periods in our recent cultural history through a programme of arts and educational projects. Over 20 years this has included exhibitions, talks, workshops, performances, awards and bursaries designed principally to engage young people and local communities.
These activities are made possible through support from charitable trusts, local societies, government grants, sponsorship from companies, donations and legacies from individuals as well as the expertise and voluntary work of the Trustees. In recent years crucial funding has included grants from The Chalk Cliff Trust and The Band Trust. The Trust also receives continuing and invaluable support from the staff of Farleys House & Gallery.
artbytes.co.uk/registration
South East Open Studios (SEOS) is one of the most established annual open artist studio events in the UK. It has been running since 1996, showcasing creative talent and strengthening visual arts in our part of the South East.
SEOS brings together the work of hundreds of contemporary artists and makers around parts of Kent and East & Mid Sussex. Each year in June, artists and makers open their working studios to welcome the public. Every type of work is on show – sculpture, glass, jewellery, painting, wirework, woodwork, photography, textiles, and more – for visitors to view, purchase or commission.
Plus, it’s a fantastic opportunity to meet makers and artists, as well as discover some of your favourite local artists.
Find out what members of your communities are up to. Many of our artists offer taster workshops and tuition in their studios, some even teach online. Start your journey of discovery this June!
Follow their work and exhibitions on the SEOS website all year round, and enjoy being part of your local artistic community!
WHO WE ARE
The Arts and Minds Campaign is a coalition of national organisations – led by the National Education Union – who have come together from across the arts and education sectors. We see creative subjects as a crucial part of the curriculum and are using our combined professional expertise to call for their reinstatement. We are joined by our Arts Ambassadors, leading practitioners in their field who represent a broad section of the creative industries:
These are our policy recommendations:
•The right to study arts and creative subjects at school – all children regardless of their background should have the opportunity to study a rich creative curriculum.
•Restore the status of arts and creative education – scrap the EBacc, restore parity between subjects, and give schools the trust and flexibility they need to educate.
•End the exam factory culture – end high-stakes assessments at primary school which narrows the curriculum and puts undue pressure on students, teachers and leaders, and reduce the exam burden at GCSE.
•Equip the education system to deliver a broad, balanced curriculum – increase teacher and subject specific CPD for all teachers.
•Fund the arts in schools and beyond –restore school funding to allow schools to invest in arts education, and restore arts funding to facilitate links between the education system and the industry.
Join the campaign and have your voice heard
Arts & Minds | Putting Creativity At The Heart of The Curriculum
There is ample evidence on the website to back up the importance of including the arts in the curriculum. To read the full articles, go to the link below. Here are some of the headlines.
Arts & Minds | Putting Creativity At The Heart of The Curriculum
• In 2023 the government recruited less than half its target for Art & Design teachers at just 49%.
• Since 2014, there’s been a 57% drop in participation in arts further education.
• Research supported by the Calouste Gulbenkian Foundation proves that the arts contribute to improving outcomes for children and young people, providing them with skills for life and for work. A New Direction – Arts in Schools, 2022
• With entries to GCSE arts exams at a new low, with further education numbers almost halved, and undergraduate figures dropping, experts warn of a skills shortage in the creative industries and the impact on the wider economy.
• Parents clearly believe that the arts have value. Over 18 years, they pay up to £28,000 for extracurricular activities. Low-income families struggle to provide the same advantages.
• A regional divide shows that children in the South East are twice as likely to play music outside of school, compared with those in the North East, which has the highest level of child poverty.
• The culture secretary Lisa Nandy has promised to ‘open up access to these sectors and make them more representative of the whole UK’.
• Nearly two and a half million people are employed across the creative industries. They are a UK success story that we must support.
• In 2022, the creative industries added £124.6 billion to the economy.
• There is growing evidence of the impact of the arts on improving mental and physical health.
• From increased motivation to learn, to building confidence and empathy, research funded by Arts Council England tells us that arts subjects significantly enhance young people’s lives.
• Cultural capital has been shown to have a direct positive link to GCSE attainment. Interestingly, it’s more than any benefit provided by a child’s socioeconomic background.
• A high quality cultural education can contribute significantly to the spiritual, moral, social and cultural development of pupils. It can help children understand and articulate themselves, while teaching compassion.
Tate Gallery Education
Summer Events
Join us at our free upcoming free Summer Study Day at Tate Modern in May.
Summer Teachers' Study Day: Climate
Justice and Art
19 May 2025
10.00–16.00
Tate Modern, London Free Explore creative teaching practices with artist Abbas Zahedi, focusing on the climate emergency through art. Book your place here.
Trainee Teachers were invited to Brantridge SEN School to teach some Art and Design lessons –
Samantha Lyons, English and Arts Lead at the school, worked with our PGCE trainee teachers, so the trainees had a fantastic, informative afternoon teaching pupils with individual learning needs from year 3- 6.
The trainees worked in small groups to plan and deliver art lessons which lasted about 45 minutes long. These incorporated elements from their topic areas, which were Tudors, Romans and Landscapes.
Trainees were encouraged to consider the interests of the boys, such as football, bugs and gaming and how that can be utilised in order to engage them in their learning.
The trainees returned from the school buzzing from their valuable experience at the school and have since considered not only their approach to future planning, but also their future careers within teaching
The Curriculum and Assessment Interim Review.
This link will take to you to the whole document, https://www.gov.uk/government/publications/cu rriculum-and-assessment-review-interim-report so you can read the current debate in Education. it’s a large document (45 pages) but worth a read if you have the time.
Here are the headlines that affect Art and Design Education in particular.
• There is recognition that the current National Curriculum and Assessment frameworks are not meeting the needs of all pupils coming through the system. SEN being a particular focus with such an exam heavy focus of assessment.
• An awareness that EBACC has had an impact on the Arts in general. GCSE Art and Design has remained strong, but the other Arts and D&T have been severely affected. An aim for broad and balanced is going to be more encouraged.
• Post 16 pathways are being reviewed, so it doesn’t restrict school leaver options.
This link, will take you to the NSEAD’s (National Society of Education for Art and Design) response to the interim review for our subject, so you can follow the debate.
NSEAD’s Key Art, Craft and Design recommendations for the CAR panel: They believe that that the curriculum could be greatly improved if the following key areas are addressed:
•Reform of performance measures within the wider accountability framework to address the impact on young people’s choices and outcomes; to ensure equity of opportunity for all young people and access to high-quality art and design education
•The need to clearly define the knowledge domains for art and design and to make core knowledge expectations explicit
•Missing content needs to be included with specific design and craft competencies.
• Aims for a curriculum that will address global and social change, diversity of contextual understanding. Including how we work with technology and AI.
• The final report is due in October 2025, when a phased programme of work for different subjects will follow.
•A clear expectation of the need to develop imagination, expression and creative thinking, through a plurality of disciplines and approaches that support personal and divergent learning goals.
•Ensure meaningful representation and diversity of practice and references to support learners’ exploration of the world around them historically or through contemporary art and culture.
Full recommendations of the CAR panel will be published in the summer, for first teaching in September 2026.
The National Centre for Arts Education, to be launched in 2026
National Centre for Arts Education
Will be launched in September 2026. The new national centre will have a remit to promote arts education in art and design, dance, drama and music, ensuring opportunities for children and young people within and beyond the curriculum, as well as support excellent arts teaching in primary and secondary schools in England. NSEAD welcomes the recognition that art and design education requires support and investment if learners are to thrive.
Culture Secretary Lisa Nandy said the National Centre for Arts and Music Education will “ensure more children and young people’s untapped potential can be unleashed”.
“Arts and music bring people together and are enjoyed by communities across the country,” she said .
“We want every child and young person to have equal opportunities to access a high quality arts and music education, to ensure creativity can be explored by all and not just the privileged few.”
A National Centre for Arts and Music Education will be established to promote opportunities for children and young people to pursue their artistic and creative interests in school, the Department for Education (DfE) has announced.
Under plans set out by Education Secretary Bridget Phillipson, the centre will be established by September 2026, with a delivery lead appointed through an open procurement process.
Phillipson said that alongside a renewed focus on giving young people the AI and technical skills they need, the centre represents a “significant step” towards making sure every child leaves school ready for life and work.
The centre will be tasked with promoting arts education – including signposting to industry-backed careers guidance, and to opportunities to support children and young people to pursue their artistic and creative interests in school, including through the national network of music hubs.
It will also have a remit of supporting arts teaching through a new online CPD (Continuing Professional Development) offer for primary and secondary school teachers, and will aim to bolster collaboration between schools and arts and cultural organisations to maximise opportunities for children.
The Art and Design ITE conference 2025
– Julie Howard speaks about the importance of this online conference space for trainee teachers.
This was a short online event designed to promote a connection amongst new art and design educators.
The event, lead by The University of Brighton this year was intended to be largely student-led, and provided an opportunity for trainee teachers to learn from each other’s diverse yet relevant experiences and expertise in Art and Design ITE. It was fantastic to see so many volunteering to share presentations on subjects they felt so strongly about.
The conference was attended by approx. 80 ITE students and everyone entered into the spirit of dialogue throughout the sessions too.
A slide from a presentation by UoB trainee
Genevieve Miller – on embracing diversity to engage black boys in the classroom.
Medici Dias
presenting The Importance of having Architecture on the Art and Design curriculum
Speakers designed 5-minute talks, with a maximum of 5 slides, on a subject of their choice that they believe might be of interest to other student art and design teachers. Is is designed to be an informal, low-risk, friendly space for peers to share experiences and opinions, everyone was encouraged to respect the position of others.
It is important to continue connecting with others outside of our own institutions. For our own wellbeing to feel like we are part of something bigger. A strong sense of community. Something that UBATO also provides us with.
Giovanna
Comerlato (UoB)
WHO WE ARE
Phoenix Art Space is a unique arts organisation, located in the centre of Brighton. A thriving and dynamic space, we provide and maintain a range of creative opportunities in the heart of the city, including 100 low cost artists’ studios and 3 public galleries. Our extensive learning and community engagement programme includes artists’ talks, creative courses, family workshops, holiday art schools and a youth programme We provide key opportunities for children and young people to access arts and culture outside of their schools and within a practice-based organisation.
WHAT WE OFFER
Free exhibition visits
We actively welcome school group visits to our exhibitions at Phoenix Art Space. A rolling programme of exhibitions takes place in our spaces throughout the year. You can find information about our current exhibitions on our website. Opening hours are 12-5pm, Wednesday to Sunday but school groups can visit outside of these hours. To book, contact Chloe Hoare, Learning and Community Engagement Manager www.phoenixartspace.org
chloe@phoenixbrighton.org
Additional activities
Curator tours and artist-led workshops, in response to the work on display, can be added to an exhibition visit for a fee. Each school visit is tailored around the specific needs of the group. Contact Chloe to discuss your requirements.
Studio tours
A unique opportunity to see artists at work inside their studios and hear from them about their practice. Groups up to whole class size can be accommodated. Number of studio visits and area of practice e.g. painting, sculpture, photography, ceramics can be tailored to your group and budget.
Phoenix Art Space is always open to new ideas, partnerships and collaborations with teachers and schools. Get in touch with Chloe to find out what is possible or join our teacher’s mailing list.
Same Sky Children’s Parade ‘Mas Camp’ workshops
University of Brighton - Netty Cullen
This is the second year of UOB School of Education, Sports Science and Health hosting the community arts organisation, Same Sky’ workshops The Mas Camp concept originates in Trinidad & Tobago where carnival traditions are deeply rooted. The Mas Camp is a space where groups come together to design and build their makes in this case for the opening of Brighton Festival
The Children’s Parade has opened Brighton Festival for the last forty years- a parade of colourful disruption through the centre of Brighton & Hove. Over 65 local schools and education organisations take part in and the large Atrium space at Falmer campus host the schools to make the ‘big build’ of their designs Designs are hatched early in the process- often as soon as the guest director and their chosen them for the festival is announced.
This year’s director, Anoushka Shankar announced the line up, inspired by the theme ‘New Dawn’ The Children’s Parade interpretation of this was things that could be ‘Cherished, Chucked or Kept’ Once designs are refined schools being to make the willow or withie structures, in collaboration of Same Sky artists UOB Art & Design Secondary Teacher trainees and BA Primary Art & Design Subject Study trainees are invited to join to gain valuable experience of the process as well as an opportunity to talk to teachers and artists. A Secondary trainee commented:
“the experience was such a valuable one, not only in gaining knowledge and skill in using withies for large sculptures, but to work with experienced community artists and teachers and gain an insight into how to be involved in a unique community arts event”.
Once the structures are complete- and fit through the doors- they are taken back to schools where they are covered in tissue paper and painted.
Participating in the Children’s Parade is a landmark rite of passage for many local children and for some may be the only source of engagement in Brighton Festival’s art and cultural provision. Apart from the huge sense of joy and creative disruption, participating in community arts events foster a sense of pride and belonging It’s an opportunity to make real beautiful creative responses to the brief. Some examples of makes from this year’s theme ranged from scary monsters under the bed, to a waving Lucky Cat and a Flying Car. Workshops at schools further engage families and targeted or hard to reach groups of pupils to broaden participation Samba Bands and Dance add to the participation and collaboration. Some of the makes chose to raise awareness of social issues- A giant surfboard to highlight water pollution, a giant table with a meal to share and represent diverse cultures and stories
So much has been written and researched about the value of the arts- from economic impact to wider social and emotional wellbeing- Same Sky exemplify this:
“Every step of our creative process is about bringing people together, encouraging equality and belonging through a shared experience of art, and creating moments of magic that will feed the imagination for a long time after ”
Games
Fabric
Careers that benefit from having an Art and Design GCSE Advertising
Film
Art
Landscaper
Visual
Prop maker
Ceramist
Carpenter
Hair stylist
Occupational therapy
Marketing
Shoe design
Engineering
Lecturer
Youth worker
Costume designer
Careers that benefit from having an Art and Design GCSE
Community worker
Furniture
designer
Make up artist
Stylist
Crafts maker
Product Design
Museum work
Cake decorator
Printmaker
Media
A long-term investment -
Artsmark costs £500 for your entire two-year Artsmark journey, plus a further two years of accreditation from the Arts Council
What is Artsmark?
Artsmark empowers teachers with the skills they need to embed arts, culture and creativity across the whole curriculum. Our world-leading teacher CPD is delivered by Goldsmiths, University of London. Schools are recognised for their exceptional commitment to creativity with the Artsmark Award, accredited by Arts Council England – the only award for arts and culture provision in England.
Artsmark is open to primary, secondary and special schools, as well as hospital schools, pupil referral units, youth offending teams, virtual schools and sixth form colleges in England.
Why Artsmark?
•over 20 years’ experience transforming schools through arts and culture
•proven to support pupil outcomes and wellbeing, teacher recruitment, retention and confidence, and whole school improvement
•inspiring nearly two million pupils across 4,000 schools every year
https://www.artsmark.org.uk/
Your Artsmark journey
There are seven key milestones in your Artsmark journey:
1. Register for Artsmark and take Module 1 – Artsmark e-learning module
This is a short, interactive online training session that gives the introductory information you’ll need about Artsmark.
2. Complete the Self-Assessment and take Module 2 – Artsmark Development Training – Making Change
Having carried out a Self-Assessment, the Module 2 - Making Change training session will help you to design and develop action research to extend and enrich arts, culture and creativity in your learning community, supporting you to complete your Statement of Commitment.
3. Submit your Statement of Commitment
The Statement of Commitment is the first formal submission Artsmark journey, where you will outline how you plan to transform your school through creativity.
4. Deliver your goals
Now you have two years to work on embedding culture and creativity in your curriculum by working towards the goals you have set out in your Statement of Commitment. You’ll receive ongoing support throughout your journey from Goldsmiths.
5. Attend Module 3 – Artsmark Development Training – Impact of Change
This training session will help you to evaluate the impact of your new creative curriculum on your pupils, school and wider community. This is the core support for helping you to feel confident in writing your Statement of Impact.
6. Submit your Statement of Impact
The Statement of Impact is the second and final formal submission on your Artsmark journey. This is where you will evaluate and provide evidence of the impact of the work you have carried out throughout your Artsmark journey.
7. Receive your Artsmark Award and re-register
Your Artsmark Award is accredited by Arts Council England. There are three levels: Silver, Gold or Platinum. Find out about how we award. We also provide lots of resources to help you celebrate your success.
The Royal Academy poster campaign in October 2024 calls for increased arts education in UK schools
Posters dotted around London declaring “art is a serious subject” and “imagination is worth teaching” are turning heads. The billboards are the brainchild of the Royal Academy of Arts (RA) which says that, after years of decline in arts education, art must be taught in UK schools.
Part of a new campaign called Art is a Serious Subject, the posters have popped up at tube stations and close to landmarks around the capital. Baring phrases including “we need more square pegs” and “science without art is a failed experiment”, they read in part: “Art is being squeezed out. And we’re losing the mind-expanding, question-prompting, wild creativity and confidence that it brings to our classrooms.”
The RA, which runs its own art college known as Royal Academy Schools, says in an online statement: “The value of art in our schools is immeasurable. Urgently, we need to bring it back. Yes, times are hard and budgets are tight But that’s not why art is drying up in our schools. The truth is more complicated.
“Over time, our school curriculum (both primary and secondary) has been re-structured to focus on core subjects and tests at the expense of everything else No art teachers No art rooms. No art lessons…It’s all going, going.”
Art is a serious subject | Royal Academy of Arts
“This campaign reminds us that art cultivates emotional intelligence,” says Batia Ofer, the chair of the Royal Academy Trust
Courtesy of the Royal Academy Photos by Laurence Howe
The institution adds: “It’s worrying that the number of students studying art, design and technology at GCSE [taken by students aged 16] has decreased by 65% since 2010 ”
In her address to the Labour Party conference in Liverpool on 24 September, Lisa Nandy, the UK culture secretary, stressed that “a complete education is a creative education And that is why Bridget [Phillipson, Secretary of State for Education, Minister for Women & Equalities] and I have kickstarted a review of the curriculum to put arts, sports and music back at the heart of our schools and communities where it belongs.”
A Royal Academy spokesperson says: “All Royal Academicians supported the campaign.”
The ‘easy option’ has never been harder
"Art education has rarely been taken as seriously as other subjects in schools, and studying art is all too often understood to be an ‘easy option’". Vanessa Jackson RA.
Yet art teaches children to question. It wakes up imaginations. It builds confidence. It encourages children to see the world differently and to make their mark.
But making and studying art in our classrooms is getting harder and harder. A curriculum that focuses on core subjects at the expense of everything else means art is being sidelined in our schools. It’s a short-sighted society that sees art as a ‘low value’ subject. Bring it back to our classrooms.
Our classrooms are missing art. And we’re all missing out.
Art education isn’t only about becoming an artist. It’s about thinking flexibly and finding the new and the next. Teaching one way of learning and approaching a problem won’t give us the answers society needs – in the workplace as much as the classroom. We need a mix.
The case for art in our classrooms is clear. Join the cause, share the message, help us bring art back to where it’s needed most
As AI takes on more and more of the 9-5, a LinkedIn study showed creativity is the one skill businesses need most.
Psst! Recruiters! Have you tried art students?
Yes, art teaches ‘creativity’, but it’s also the best way to learn many ‘soft skills’ employers struggle to find. Thinking on your feet, working as a team and showing empathy can’t be programmed into a machine. So it’s worrying that the number of students studying art, design and technology at GCSE has decreased by 65% since 2010. We’re running out of creative thinkers just when our workplaces need them most.
That job description is missing the word artist
Art is a serious subject. Download and print your own poster to help share the message.
Art is a Serious Subject Badge / Tote Bag
Get behind the cause and show your support for art education with our exclusive Art is a serious subject pin badge. Our classrooms are missing art. And we’re all missing out. "Art education has rarely been taken as seriously as other subjects in schools, and studying art is all too often understood to be an ‘easy option’" - Vanessa Jackson RA.
This reproduction print features the work The Constitution of the Arts by Bob and Roberta Smith RA as seen in the Summer Exhibition 2023. Printed on 230gsm art paper and rolled in a tube. - £20
The value of art in our schools is immeasurable. Urgently, we need to bring it back. Art is a Serious Subject BadgeRoyal Academy of Arts - Shop | Royal Academy of Arts |
Darrell Wakelam artist teacher workshop – Saturday 5 July
Our second artist workshop of the 2024/25 is cardboard artist Darrell Wakelam.
Darrell Wakelam has been creating artwork with children for almost 35 years. Fundamentally he has always focussed on making three-dimensional artwork more accessible and exciting for children, and he has gradually built up a strong reputation as an innovative and highly skilled workshop facilitator. Darrell originally trained in design and illustration, but working with children reignited his own childhood passion for model making, allowing him to revisit the world of ‘junk sculpture’ and papier maché with the eyes of a designer and teacher.
Darrell has provided workshops for countless clients, including many hundreds of schools, museums, theatres, and as a part of large-scale festivals and events His involvement with projects nationwide has given Darrell the experience of working creatively with children of all ages, and from a wide variety of backgrounds, cultures, and abilities.
•Saturday5July2025withDarrellWakelam
Most of Darrell’s artwork consists of 3D models, sculptures, and masks, made predominantly from scrap cardboard and other recycled materials. Over the years he has refined his methods and techniques, becoming more aware of the sustainability of his work, and more mindful of the materials he uses.
Darrell has also spent many years sharing his expertise, through training sessions, online tutorials, and more recently, through his highly acclaimed book ‘Art Shaped’.
“I love what I do, and I hope that is apparent in the work that I create. I enjoy working with children, I admire their adaptability and resourcefulness, I appreciate their honesty, and I am always amazed by their energy and enthusiasm. In return, I try my best to match these attributes ” – Darrell Wakelam 2024
For UBATO members Darrell’s workshop is one of two options included in membership for the 2024/25 academic year – members can purchase a ticket to attend the second workshop for £60. A limited number of tickets are also available for non-UBATO members to attend. Buy a ticket for the DarrellWakelamworkshop.
Don’t forget to tell other educators about UBATO
The organisation works due to its amazing members. Please continue to spread the word to gain more members for the future.
How to join | University of Brighton Art Teachers Organisation
We look forward to seeing you all at the next CPD workshop on Saturday May 17th 2025
Please note, these are the dates for this year are no longer attached to half term holidays Darrell Wakelam Artist Teacher Workshop – July 5th 2025.
By request, at the next UBATO Forum, we will discuss and share
A discussion about Art teachers teaching DT and visa versa… where are the overlaps between the subjects? The benefits of combined faculties and the dangers of SLT thinking they are the same way of teaching and learning
