Artist and educator Paul Morrow issues a powerful call to action for educators to enact anti-ableist pedagogy in the art classroom, presenting an introduction to its liberatory ideas alongside practical tools for its application.

Artist and educator Sarah Christie discusses her interdisciplinary work using clay as a means of facilitating different modes of observation – both artistic and scientific – through touch.

Artist, educator and researcher Terri Newman discusses her research into collaborative pedagogies in the art classroom.

Artist and researcher India Harvey explores how notions such as play can challenge perceptual and sensory hierarchies, opening up different ways of engaging with the world.

‘Take your time to make sure you get it wrong’ is the principle for the after-school class ‘Spaghetti Club’, explains Michael Crowe in this film describing the content and outcomes of the programme.

Melissa Bremmer and Emiel Heijnen discuss the philosophies behind their book Wicked Arts Assignments: Practising Creativity in Contemporary Arts Education (2020), and how the assignment as artwork can help facilitate students’ creative processes.

Artist teachers Jose Campos and Oliver Herbert discuss their teaching practices during lockdown; re-igniting experimentation while taking stock of 'the new normal' through using everyday materials in their remote lessons.

Artist-teacher Jess Gilbert discusses her methodologies for encouraging students to play, take risks and embrace the uncertainty of process-led learning.

Artist Katherine Smith discusses her investigation into using materials as an interface for connection to the body. 

Secondary school art lead from Bournemouth and founder of @ArtPedagogy and @PhotoPedagogy Chris Francis reflects on his approach using the prompts ‘Culture and Concepts’, ‘Mischief and Meaning’ and ‘Authenticity and Actions’. 

Artist teacher Nicola Hepworth discusses how her decades of teaching in secondary schools in London informs her painting practice, reflecting her students and wider community.

Artists Natasha Kidd and Jo Addison reflect on their collaborative practice and the participatory performances that have constituted their ongoing project #InventoryofBehaviours.

Artist and educator Daniel T. Barney explores the productive 'misuse' of tools in an exploration of artistic teaching practices that go beyond traditional curricula to enable a pedagogy of play.

Artist and educator Sadegh Aleahmad explores the discourse of ‘Decolonisation of Mind’, investigating its applications in his practice and its influence on his methodology for facilitating art workshops for primary school children.