Teaching Beyond the Curriculum
Abstract
Having recently probed longitudinal artist livelihood data with arts and humanities graduates, it was abundantly clear the desire to be an artist was still very strong. Despite the disheartening percentages. Personal experiences confirmed the harsh reality of life and employment post-graduation – they represent the 90%. Further discussion ensued, and their plea to dispel myths associated with the role, life, and purpose of the artist was entirely refreshing. With their help, greater understanding has occurred. The results of which have since fed into identifying more appropriate ways to better support art students, whilst in their education. Importantly, through a careful recalibration of professional practice provision.
This paper will, therefore, detail the what, the why, and the where of this proposition. Specifically, to better equip students for the reality of life beyond study, and by way of an adapted 8-into-1curricular model. The philosophical premise of which is embedded in elastic pedagogy (Jackson, 2022).
Two decades experience in the field of fine art education underpins Jake Jacksons’ research focus and outputs. Finding ways to utilise this knowledge is of fundamental importance when ensuring a positive future trajectory for art school education. In searching for appropriate answers, student participation has, therefore, been key. Without their equal contribution the debate has been missing a vital component; one that has, thus far, left the discourse incomplete. Their inclusion will now close the gap. Furthermore, it brings surprise and delight to a subject not yet fully understood.