The exhibition's title, Resist, arose from discussions that took place as the exhibition's materials were being put together. It is intentionally assertive, reflecting the artists' perception that they are entering teaching in a difficult moment. The artist teachers were encouraged to reflect on their position as artists in schools, explore their new environment, and create an artwork in response to this circumstance while on teaching placements in secondary schools around Greater London. In some situations, this has meant continuing a long-standing practise while focusing on a new subject, while in others, the shock of returning to school has prompted new ways of working. There is a long history of great artists becoming outstanding teachers, and there are several tales about how draining working in schools can be, and how difficult it is to sustain any type of practise while teaching. These artists are just beginning their careers as art teachers and managing life as an artist and an art teacher could be demanding. This exhibition, and a companion publication, reflects their perspectives and thoughts during this crucial period ( Freelands Foundation, 2019). Resist - Things Artists Do Whilst Learning to Teach is a documentary that follows this process, examining the insights and ideas that emerge as the students begin their careers and discover new ways to be both artists and art instructors. During the 2018–19 academic year, a video was made to document the collaboration, recording planning discussions and student interviews. For some pupils, this means focusing on a new topic, while for others, the educational environment has produced new ways of working. Students are encouraged to explore alternative approaches to teaching through a series of lectures and workshops, including their own practise as artists in the classroom (Freelands Foundation, 2019). For some of the 27 artists included in ‘Resist', this meant keeping an existing practice whilst focusing on a new subject, while for others, the shock of being in a school atmosphere prompted new ways of creating. The presence of the school and students is very much obvious in the artworks of Alice Kemp and John Fitzgerald, which depict classrooms, classes, and sinks with paint stains. Ellie Northway and Sophie Ormerod, on the other hand, adopt a more abstract approach while still keeping a link to teaching through form and style. Ormerod uses printed phrases to encourage the viewer to create their own mental image, conjuring colourful, vivid recollections of art lessons (ArtRabbit, 2019).
“To be an art teacher is a political thing, it always will be, until society or the education system at large recognises the value of arts more widely,” is a strong phrase for the start of film. This film explores the relationship between art practice and dialogic forms of art education, but also an art teacher’s role, art class and art’s value. Subjectively, I believe that art class provides a democratic space where peers can freely discuss and exchange any ideas or thoughts without limitations. Learners learn from one another, and even teachers could learn from learners. Thus, art class should not be hierarchical. In art class, teachers’ roles mainly include: encouraging learners to engage in art; offering a supportive environment for experiments, challenges, play, and discussion; and providing a space where learners can keep themselves going, rather than limit themselves. However, this job is not only for teachers. Everything that happens in the class can interplay, which enhances learners’ creativity, transferable skills, and the spirit of inquiry.
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