University Of Leeds Hosts Exhibition With Inclusive Art Education
Work created by neurodivergent and learning disabled artists is going on show at the University of Leeds next week in a new exhibition which explores how they can develop their careers.
‘The Irregular Art School’ opens on Friday 3 February and will highlight inclusive artist development, emerging from a research project taking place in the School of Fine Art, History of Art and Cultural Studies.
A group of artists from Pyramid, a Leeds-based inclusive art collective, joined students, care professionals and academics to explore new methods and collaborations to better support the professional development of learning disabled artists in the Leeds city region. Traditional routes for artist development like going to university, studio residencies or getting involved with artist-led communities are difficult to access for these artists.
The exhibition experiments with making arts development opportunities ‘irregular’, enabling people with different life experiences, ways of knowing and ways of being to progress and learn together side by side.
Dr Jade French, School of Fine Art, History of Art and Cultural Studies
The core research team – made up of artists and staff from Pyramid, as well as University of Leeds Lecturer Jade French and University of York Lecturer Katie Graham – have been working with staff and students within the School of Fine Art, History of Art and Cultural Studies to explore what it means for an artist to progress within a university setting.
A piece of art, done on cardboard, with ‘Ask better questions’ written in white pen.
The exhibition, curated by undergraduate Fine Art Student Shanelle Bateman, displays a selection of the artworks created during the research, considering the barriers that learning disabled and/or neurodivergent artists at Pyramid have faced when pursuing being an artist.
Running from Friday 3 February to Friday 24 February at the School of Fine Art, History of Art and Cultural Studies, the exhibition highlights the outcomes of new and experimental collaborations.
Principal Investigator Dr Jade French said: “In Roger Slee’s book ‘The Irregular School’ he proposed how continuing to think in terms of the ‘regular’ school or the ‘special’ school obstructs progress towards inclusive education.
“This inspired us, so rather than separating development into ‘inclusive’ or ‘mainstream’, ‘regular’ or ‘special’, the exhibition experiments with making arts development opportunities ‘irregular’, enabling people with different life experiences, ways of knowing and ways of being to progress and learn together side by side.”
A piece of cardboard with ‘Help me to grow’ written on it.
Pyramid Director James Hill said: “Access to further education is one of the greatest challenges we perceive to the development of artists with learning disabilities. It is fantastic to be working with an institution like the School of Fine Art, History of Art and Cultural Studies to look at real, practical solutions to those challenges.
“Even more importantly, our artists with learning disabilities are directly involved in improving our perception of those barriers, and working through possible solutions, while getting to know the University and the School themselves”.
Pyramid artist Ria has produced a large-scale dice and corresponding screen prints inviting audiences to ‘play a game of social care’. Artist Victor is displaying a new piece titled Genres which lists every musical genre. Artist Liam Hirst has produced paintings and slogans expressing his passion and frustration at barriers preventing the development of artists with learning disabilities. Artist Alfie Fox has created work about access alongside a series of ‘standies’ – lifesize cardboard cut outs, to help narrate the exhibitions story.
Alongside Pyramid artists, undergraduate students from the School of Fine Art, History of Art, and Cultural Studies are exhibiting work. Nicole Guilliam has created a diorama of her ideal art school and Molly Newham is displaying a drawing titled ‘University should be…’ inspired by the group’s discussions during the project.