Contextual Background
When I worked for Insights – Widening Participation @CSM I designed and lead the Access and Progression programs for Fashion Textiles and Jewellery. In 2021 we decided to run a combined summer school for BA Fine Art and BA Fashion students, as historically we found applicants were unsure about which course to pursue. The main issues were around staff from both disciplines working together, which hadn’t happened before and that some students wanted to only study Fine Art or Fashion. The cohort were from diverse marginalised communities, with varied expectations and experience, some staff had little experience working with WP (widening participation) students.
Evaluation
The summer school was carefully planned with input from multiple staff, though some were HPLs, making coordination challenging. I ensured that staff unfamiliar with widening participation (WP) students were supported, sharing previous experiences and managing expectations. Safeguarding policies were implemented with care to balance safety and confidence for the learning and teaching for tutors. We developed a diagnostic programme for both Fine Art and Fashion, offering deep insights into each course. UG student ambassadors shared their work and teaching experiences, providing peer support. Rigorous planning included reviewing evaluations from past summer schools, focusing on supporting students and reducing course swaps post-enrolment.
Moving forwards
Moving forward, there are several strategies and practices that I have encountered through reading, observation of peers, and personal experience that could be beneficial for my future teaching. One approach I found particularly effective during the summer school was the flexibility in the schedule and the use of icebreakers. While we had planned the projects and schemes of work, there were times when the ability to adapt to the needs of the group was crucial. The icebreakers allowed students to connect with one another and gave us valuable insights into their skills and personalities early on. This helped shape how we approached the rest of the programme.
In terms of group dynamics, splitting students into smaller groups worked well for skill-based workshops, and rotating the groups throughout the week allowed for a more balanced and diverse collaborative environment. Moving forward, I plan to implement more dynamic group arrangements, continually assessing the interpersonal chemistry among students and staff. Reflecting on the day’s activities and holding brief check-ins with staff at the beginning of each day also provided an opportunity for us to align our teaching approaches and address any concerns promptly. This practice was valuable, especially given that many staff had not worked with marginalised students before. I will continue to prioritise these reflections, as they contribute significantly to maintaining a cohesive and supportive team, time and resources permitting this will not be every day, but its important to communicate between colleagues.
The emphasis on letting students explore and learn from mistakes while allowing their work to evolve naturally was another important takeaway. Staff found it challenging to step back and allow the project to unfold without imposing high expectations for finished outcomes. Moving forward, I intend to foster a more process-oriented approach to teaching, where the journey of exploration, experimentation, and growth is equally valued as the final product. Encouraging tutors to embrace this mindset will be essential in creating a more relaxed and supportive environment for creative freedom.
Lastly, time and resources permitting I plan to continue with 1:1s for students unsure of their direction. Providing personalised support will allow for deeper engagement and help guide their decisions without imposing pressure. These strategies will help refine my approach, ensuring that students’ learning experiences remain the focus and allowing both staff and students to grow through the process.
This project has really helped with the new collaborative unit we are now planning for BA Fashion.
References
- Arts Emergency. (2023) ‘Arts Emergency – mentoring for young creatives.’ Available at: https://en.wikipedia.org/wiki/Arts_Emergency (Accessed: 8 April 2025).
- City & Guilds Art School. (2023) ‘New gift to support access to Fine Art courses and widening participation.’ Available at: https://www.cityandguildsartschool.ac.uk/new-gift-to-support-access-to-fine-art-courses-and-widening-participation/ (Accessed: 8 April 2025).
- City & Guilds Art School. (2023) ‘Young People | City & Guilds | London Art School.’ Available at: https://www.cityandguildsartschool.ac.uk/youth-access/ (Accessed: 8 April 2025).
- Coventry University. (2021) ‘Coventry fashion designer aims to inspire next generation with COVID-19 art packs.’ Available at: https://www.coventry.ac.uk/news/2021/fashion-art-packs/ (Accessed: 8 April 2025).
- GSA. (2023) ‘GSA WAY IN V8 — On To Art School.’ Available at: https://wayintothegsa.co.uk/ontoartschool/ (Accessed: 8 April 2025).
- London College of Communication. (2023) ‘LCC re-launches ‘Insights’ programme to offer opportunities to potential students from widening participation backgrounds.’ Available at: https://www.arts.ac.uk/colleges/london-college-of-communication/stories/lcc-re-launches-insights-programme-to-offer-opportunities-to-potential-students-from-widening-participation-backgrounds (Accessed: 8 April 2025).
- Peckham Platform. (2023) ‘Peckham Platform.’ Available at: https://en.wikipedia.org/wiki/Peckham_Platform (Accessed: 8 April 2025).
- Slade School of Fine Art. (2023) ‘Breaking down barriers to a fine art education.’ Available at: https://www.ucl.ac.uk/slade/project/widening-participation/breaking-down-barriers-to-a-fine-art-education/ (Accessed: 8 April 2025).
- Way In. (2023) ‘GSA WAY IN V8 — On To Art School.’ Available at: https://wayintothegsa.co.uk/ontoartschool/ (Accessed: 8 April 2025).
- Why collaboration is so important in widening participation. (2023) ‘Why collaboration is so important in widening participation.’ Available at: https://aimhigherlondon.org.uk/why-collaboration-is-so-important-in-widening-participation (Accessed: 8 April 2025).