Andrew Ellis’ Post

🎉 Excited to share a major milestone in my academic journey! 🎓 I have completed my Masters in Art Education under the mentorship of Dr. Delene Human. Name: Jean-Marie Willemse Supervisor: Dr. Delene Human Qualification: Masters degree in Art Education Abstract of the Study: Exploring First-Year Visual Arts Education Students’ Perceptions of Creativity This study explored how first-year Visual Arts education students perceived creativity. The focus was on visual arts in the first semester of the students’ first year of study, that is, the Visual Arts practical module JKU 101 at the University of Pretoria. I examined these students’ perceptions of creativity by taking influences like family, social background, gender, age, culture, other individuals in the individual’s life, and background information gathered through questionnaires into consideration while analysing their first artwork created during their first semester. There have been many studies on creativity and how it exists, but not many of these have discussed how individuals perceive creativity. Generally, the focus has been on the perception that individuals need to be creative to experience creativity but excluded those who do not identify as creative. In my study, to address this gap, I relied on existing studies to guide me while analysing the artwork of selected first-year Visual Arts education students to identify how they perceived creativity. I further relied on the “thinking hats” theory developed by de Bono in 1985 and the triarchic theory of human intelligence developed by Sternberg in 2003 to explore the creativity of those who did not identify as creative. De Bono’s lateral thinking method (the “thinking hats” theory) states that all individuals, no matter the influences or their skills, still experiences creativity. My findings showed that all the students in the study, irrespective of their skill set or level of creativity, experienced creativity, and that their ability to experience creativity was based on both internal and external influences. Nonetheless, at times, creativity in some of the individuals went unrecognised because it was identified differently. Consequently, I surmise that creativity and critical thinking are not limited to “special people” or “special occasions”, but that all people experience creativity in different ways. I'm eager to contribute to the discourse on creativity and education, emphasizing the inclusivity of creativity in all individuals. #ArtEducation #Creativity #MastersDegree #Research #AcademicJourney 🎨📚

The arts as a core in a futures-oriented special education curriculum For several decades, I have lobbied for a more substantial debate on the role of the arts as a core in a futures-and change-oriented inclusive education. Each time I raise the topic, it requires some soul searching as to why and what art is, its value in development, and how it fits in with the pressures on meaningful education. While our society and education are characterised by an increased focus on inclusion, reducing marginalisation and sustainability, it is perhaps somewhat paradoxical that, on the other hand, the rapid and dynamic processes of globalisation and economic, social, and technological changes may also leave many behind at a faster pace than communities and individual progress. Material and economic progress have created environments that have become hostile to emotional well-being and especially to the many people who are socially, cognitively and psychologically vulnerable. The pressure and drive to excel are increasingly ignoring individuals, but also the unique influence of our senses and the role of the spiritual. Today, I was sorting artworks submitted for the global art exhibition Deep Down in 2019. While enjoying and appreciating the many artistic experiences, this artwork of Natalia López Zaldívar Degradación, a Mexican artist with Down syndrome, caught my eye. It takes some work to explain why this artwork drew my attention to the potential to bring about agentic opportunities and change. As an abstract art lover and visual thinker, I noticed it because I was mesmerised by the interplay of colour, line and shape. However, looking more carefully at this artwork and soaking in the colours provided more direction in thought. As an educator, it encouraged me to stop and look deeper at each careful stroke and how the artist made the artwork with ample time. It brought about a wonder why this hurry and pressure to achieve. It makes me realise that perhaps we are failing in what art education was designed to do: To encourage time and find ways to communicate beyond the boundaries of words, to create, to give meaning to our art education and students' lives and to let them find a sense of identity, belonging and purpose.

NEW 🎨 Visualise, our landmark research commission with Freelands Foundation, examines the current state of race and inclusion in art education in England. We confirm what educators have been saying for years: that art education is at crisis point. Teachers and students are rooted in an education system that cannot support their efforts to improve experiences of art education. Curriculum content and exam assessments remain overwhelmingly narrow, and teachers are desperately lacking support in how to discuss race in the classroom. #Visualise imagines an art education that meets its creative potential, one which equips students with the tools they need to navigate and thrive. We need to support teachers to enable that future. 👉  https://lnkd.in/gb-V_fft

We are excited to launch a new visual literacy research project to assess how looking at and discussing art can impact young people’s future successes 🎨🖼️ The research project, funded by the Robson Orr Foundation and in collaboration with the Government Art Collection, Art UK and Oxford's Gardens, Libraries and Museums, will measure how the observation and discussion of artworks in schools can support the development of visual literacy and oracy skills in students. The project will also evaluate how these skills – the ability to critically observe, analyse, question and interpret images – enhance students’ potential for success in life in an increasingly image-saturated world and fast-changing workplace. Over the three years of the study (2025–2027), the project collaborators will engage with several thousand students and hundreds of teachers in primary and secondary schools across the UK. Dr Ian Thompson, Principal Investigator of the project, said: “Our project proposes to transform our current understanding of the inter-relationships between visual literacy and related desired outcomes. We are very grateful to the Robson Orr Foundation for making this research possible.” Image description: Joy Labinjo’s 'Man drinking coffee' from the Government Art Collection (GAC) on display in Pilgrim’s Way Primary School, Peckham, with GAC workshop leader, Silje Jorgensen. Image credit: Crown Copyright   University of Oxford | Social Sciences Division, University of Oxford

Race and inclusion in Art education… As art teachers we do have autonomy to develop a curriculum that reflects the cultural needs of our students. In addressing the lack of representation of Black and Brown artists in the curriculum, it's important to actively seek out and incorporate diverse perspectives within the curriculum. Through my own research, I aim to highlight the rich contributions of artists from underrepresented communities, ensuring that students are exposed to a more inclusive and comprehensive understanding of art and design. By integrating works by Black and Brown artists into the curriculum, we not only honour their artistic achievements but also provide students with an understanding of cultural expression and identity. Our exam boards need to consider a plethora of cultural diverse art forms and artists. #DiverseArtists #InclusiveCurriculum #CulturalRepresentation

Art education is essential for a well-rounded education as it fosters creativity, critical thinking, and emotional intelligence. Through exposure to various forms of art, students learn to express themselves creatively, think outside the box, and appreciate diverse perspectives. Moreover, studying art enhances cognitive skills such as problem-solving and decision-making. It also promotes empathy and cultural understanding by exposing students to different cultures and historical contexts through art. Additionally, art education encourages perseverance and resilience, as students often face challenges and learn to overcome them through experimentation and practice. Overall, incorporating art into education enriches students' lives and prepares them to navigate an increasingly complex and interconnected world. #supporttheARTS

Are Your Attempts to Infuse Art into Other Subject Areas Superficial? I have seen many teachers try to introduce creativity and increase student interest by introducing the arts into other content. Students recreating maps in Social Studies.... Students using their hand to draw Thanksgiving turkeys.... But how might we use art to increase student understanding and deep thinking about content? I loved this MindShift KQED article about how to infuse art more strategically by studying these seven art book recommendations https://lnkd.in/eRetQrCV

8th International Conference of Visual Pedagogies and Research, 2025 Visualising Environments, Imagining Sustainable Developments: Place/visual media/art/technology for sustainable futures. 11th – 13th June 2025, University of Lancaster, Lancaster, United Kingdom. Interested in or working with diverse visual media in your methods? Join the AVP in the picturesque, historic city of Lancaster to explore the use of visual media in education about major environmental and social challenges of our times. These challenges include but are not limited to using visual media in methods and pedagogies to tackle: sustainability, AI, climate change, teaching about poverty, inequality, diversity, wellbeing, place-based and object-based learning, visual utopia and dystopia, posthumanism and sociomateriality, digital environments, waste and housing crises, circular fashion and associated approaches. We warmly invite delegates to consider these concepts concerning their contexts, and from across various visual pedagogies. Additionally, as always, we welcome papers that critically engage, with visual and image-led pedagogies and methods. Call for papers now open. Submission deadline: February 24th, 2025. For more information, visit: https://lnkd.in/eadMEdwr

In the current educational landscape, art is often sidelined, perceived more as a luxury than a necessity, shadowed by the emphasis on traditional academics. We aim to transform education by addressing this critical gap: the undervaluation of art in learning environments. Traditionally seen as secondary to academics, art is essential for emotional development and self-expression. Our initiative challenges this perception, integrating art into academic learning to empower educators and students alike.  Stay tuned for more on Aesthetic Literacy. #AestheticLiteracy #ArtInLearning #EmpowerThroughArt #Art #EmotionalWellbeing #EmpowermentThroughArt

Sharing thought-provoking insights on education and diversity visibility in school curriculums, specifically focusing on the arts curriculum. A recent article sheds light on the statistics that highlight a significant lack of diversity in our current education system. According to the article, less than 3% of artists featured in GCSE art exams come from diverse backgrounds. These statistics serve as a wake-up call for all of us, underscoring the need for a more inclusive approach to education. We cannot ignore the fact that representation matters, and by incorporating a more diverse range of artists and perspectives into the curriculum, we can empower students from all walks of life to see themselves in the subjects they study. By broadening the scope of artists featured in GCSEs and other arts-based exams, we can foster a more inclusive learning environment that celebrates the richness of different cultures and backgrounds. This not only promotes a deeper understanding and appreciation of diversity but also cultivates a sense of belonging and empowerment for students who may have previously felt excluded. As we strive for a more diverse and equal society, we must recognise that education plays a vital role. It is through an inclusive curriculum that we can challenge stereotypes, break down barriers, and lay the foundation for a future where all voices are heard, respected, and valued. Read more about the representation of artists in GCSEs: https://lnkd.in/eU9twrB8 #DiversityInEducation #InclusiveCurriculum #ArtsEducation #EducationForAll