Creative Curricula: Developing inclusion projects informed by states of identity and alienation

This chapter is inspired by a series of dialogues I initiated as a visiting lecturer and researcher within a fine art department of a London university. This research, funded by the arts institution’s Widening Participation (WP) and Equality and Diversity department, consisted of a focus group, interviews and workshops, and was connected to an internal educational research study aiming to enhance the student experience.

The project addressed personal narratives, our cultures, influences, and how wellbeing impacts on our practice as fine artists. In conversations with students and staff, we each reflected on our experiences of being fine art students and the influences and working environments that have characterized those experiences.

Reflexivity is vital in trying to better understand alienation in an arts university setting. The sheer scale of some departments and the importance of staying connected to reap the benefits of a course and its resources can be a challenge for all fine art students and fine art educators. Difficulty is complex. A person may struggle with some tasks yet excel at others. As you are reading this, you may think that incredibly simple and obvious, but the point is, fine artists and fine art students are expected to excel at a myriad of tasks.

As fine art educators, how can we ensure that a teaching style that values independent thinking also supports students as they develop in that environment?