This recently published report by the Runnymede Foundation and Freelands Foundation advocates for a better understanding of the current state of representation in secondary school arts education as well as how this can be addressed.
It includes some shocking statics about representation within arts education including that just 2.3% of named stand-alone artists referenced in GCSE Art exam papers are from Black (1.54%) or South Asian (0.74%) backgrounds.
It also focuses on how teachers feel ill equipped to address this injustice with fewer than 4 in 10 teachers surveyed feeling sure of the correct language to use when teaching the work of minority ethnic artists, with 82% asking for additional standardised content on race and diversity.
The report concludes with a series of recommendations to exam boards, policy makers and for the visual arts sector including establishing standards for inclusion and diversity in GCSE assessment materials, improving understanding and promotion of the skills gained in art and creative subjects, and strengthening the relationship between between galleries and schools with specific attention to diversity and representation.
Ultimately, the report advocates for reform in arts education and an increased understanding of the arts as a viable profession for all young people to consider as well as highlighting the other major benefits that come with engaging with artistic practice including how it can help open up conversations, build empathy and explore pressing issues.
“I owe everything to my experience of art class in secondary school. I found it a safe place where I (for the first time) felt I was worth something. Through art I learnt how to read and enjoy being still. I became more interested in English and science because I began to understand their intersections with creativity. I owe art class and my art teacher everything. It saved my life.”
- Rene Matić, Artist