Freelands Foundation
Selected by Freelands
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Art teachers should have the space to be rebellious
Artists Joanna Brinton and Freya Kehoe discuss reclaiming space, navigating school structures, embracing restriction, and allowing for testing and failure during their durational collaboration.
'Art teachers should have the space to be rebellious' was an action-research project between Joanna Brinton (artist and founder of Good Studio) and Freya Kehoe (artist-teacher) to consider the boundaries, motivations and possibilities for rebellion and creativity in the space between artistic and teaching practice. The title phrase and prompt for this collaboration was first used by Freya during a round-table discussion for secondary school teachers (Freelands Foundation, October 2023) in frustration at the structures imposed on teachers in school. As part of their introductory process and initial explorations, Joanna and Freya spent time together in Joanna’s studio which resulted in the first edition of the Freedom Portal Planner, a calendar designed to frame and prompt action. From January 2024 the pair met regularly to explore how conversation, daily rituals and creating space for rest can be small acts of rebellion which instigate change in art education. Moving from school to Freelands Foundation's project space for the summer term allowed the opportunity to test, reframe, invite in and open up some of the approaches and structures with a dedicated space to practice. Joanna and Freya came together again at the end of 2024 to reflect on the project while making a second iteration of the Freedom Portal Planner to frame the conversation. Read their in-conversation reflecting on their time below.
'Art teachers should have the space to be rebellious' was an action-research project between Joanna Brinton (artist and founder of Good Studio) and Freya Kehoe (artist-teacher) to consider the boundaries, motivations and possibilities for rebellion and creativity in the space between artistic and teaching practice. The title phrase and prompt for this collaboration was first used by Freya during a round-table discussion for secondary school teachers (Freelands Foundation, October 2023) in frustration at the structures imposed on teachers in school. As part of their introductory process and initial explorations, Joanna and Freya spent time together in Joanna’s studio which resulted in the first edition of the Freedom Portal Planner, a calendar designed to frame and prompt action. From January 2024 the pair met regularly to explore how conversation, daily rituals and creating space for rest can be small acts of rebellion which instigate change in art education. Moving from school to Freelands Foundation's project space for the summer term allowed the opportunity to test, reframe, invite in and open up some of the approaches and structures with a dedicated space to practice. Joanna and Freya came together again at the end of 2024 to reflect on the project while making a second iteration of the Freedom Portal Planner to frame the conversation. Read their in-conversation reflecting on their time below.
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SHIFT: A Particular Reality
Student/educator collective A Particular Reality (APR) discuss the themes underpinning their nuanced pedagogies by, with, and for marginalised and minoritised people.
A Particular Reality (APR) is a collective formed by students, alumni and educators from the Fine Art departments at Goldsmiths University of London, Kingston School of Art and Manchester Metropolitan University. Building creative learning environments upon the values of equity and care, their work addresses experiences of racism, exclusion and isolation in arts education, university and careers. In this film, APR collectively presents key themes underpinning their nuanced pedagogies, centring and produced by, with and for marginalised and minoritised people.
A Particular Reality (APR) is a collective formed by students, alumni and educators from the Fine Art departments at Goldsmiths University of London, Kingston School of Art and Manchester Metropolitan University. Building creative learning environments upon the values of equity and care, their work addresses experiences of racism, exclusion and isolation in arts education, university and careers. In this film, APR collectively presents key themes underpinning their nuanced pedagogies, centring and produced by, with and for marginalised and minoritised people.
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Art Schools, Place and Policy
A conversation about the impact of place and policy on teaching and art practice with Dr Silvie Jacobi and Dr Matthew Macaulay, chaired by Paul Haywood.
Since the 1960s, fine art higher education in the UK has undergone dramatic changes to the way it is delivered. Initially, it was a vocational practice rooted in making. However, since its amalgamation into the university system in the early 1990s, it has become increasingly theoretical. “Art Schools, Place and Policy” draws from a historical and socio-geographical exploration of how policy and societal contexts have shaped art education. It investigates how an examination of the relationship between art schools and place can advance our understanding of the value of fine art education today. In their cross-disciplinary doctoral research, artist and geographer Dr Silvie Jacobi and artist and lecturer Dr Matthew Macaulay explore how these changes have shaped the current fine art curriculum. Matthew's work is concerned with how the shifting UK higher education policy environment has impacted painting education since the 1970s. Silvie explores the relationship between art schools and place and the emergence of art scenes by juxtaposing British and German art school systems. The conversation is chaired by Paul Haywood.
Since the 1960s, fine art higher education in the UK has undergone dramatic changes to the way it is delivered. Initially, it was a vocational practice rooted in making. However, since its amalgamation into the university system in the early 1990s, it has become increasingly theoretical. “Art Schools, Place and Policy” draws from a historical and socio-geographical exploration of how policy and societal contexts have shaped art education. It investigates how an examination of the relationship between art schools and place can advance our understanding of the value of fine art education today. In their cross-disciplinary doctoral research, artist and geographer Dr Silvie Jacobi and artist and lecturer Dr Matthew Macaulay explore how these changes have shaped the current fine art curriculum. Matthew's work is concerned with how the shifting UK higher education policy environment has impacted painting education since the 1970s. Silvie explores the relationship between art schools and place and the emergence of art scenes by juxtaposing British and German art school systems. The conversation is chaired by Paul Haywood.
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Belonging in Practice: The Artist-Teacher Residency
A 2025 film by Kit Vincent exploring Dianne Minnicucci’s time as the resident artist-teacher at Thomas Tallis School. Part of Autograph’s Visible Practice Residency.