Supporting Teachers Through a Creative Crisis
Last month, we (art-K) commissioned YouGov to carry out a new, nationwide survey to assess the current state of art education in the UK. It exposed an emerging creative crisis. Since the report was published in May, the findings have been featured in The Times, The London Standard, TES Magazine, and the Teaching Times. The coverage has indicated the urgency with which the situation needs to be addressed. This blog will summarise what the findings mean for the parents of creative children, and announce how we aim to support teachers through a new in-school curriculum.
Only 26% of teachers believe that their students are reaching their artistic potential. Our mission is to help close the gap!
In case you haven’t read the findings, you can read an in-depth overview on our blog here. [1]
A Summary of the Findings
- 77% of teachers have witnessed a worsening in pupils’ ability to perform precise movements such as holding a pencil, drawing, writing, or using scissors, since early 2020.
- A staggering 76% of teachers agreed that quality Art and Design education is not prioritised in schools.
- Only 12% of teachers provide more than 60 minutes of art education weekly, meaning 88% of teachers offer less than an hour of art a week.
- In fact, 1 in 5 (18%) of teachers shared that they spend no time teaching art in an average week.
With 77% of teachers declaring a decline in fine motor skills, what does this mean for your child?
At the core of our teaching principles is our deep understanding that development does not progress at the same rate in all children. However, findings have confirmed that a significant number (three-quarters) of children are struggling to perform simple tasks that require fine motor skills. Without significant intervention, the decline in art education could have profound and far-reaching implications for individual student development and the UK’s standing in the creative industries.
Examples of fine motor skills include:
- Holding a pencil and writing or drawing with it
- Using scissors
- Fastening a button
Our research has confirmed that the consequences of declining fine motor skills stem far beyond art! Fine motor skills impact our cognitive, emotional, social, and physical growth.
The findings confirm that 7 in 10 teachers (71%) recognise a direct relationship between art activities, handwriting development, and mathematical problem-solving abilities. A BBC article revealed that Surgery students have lost dexterity, and professors are concerned that they do not possess the fine motor skills to stitch up patients sufficiently. [2]
Moreover, 8 in 10 teachers (81%) agree that improving art education would also enhance students’ well-being. That’s because being creative helps children cope with their feelings and fears as well as manage their emotional states. [3]
So, although we have known that art lacks priority in UK schools for a long time, we now have concrete evidence that reprioritising it is essential to a child’s overall development!
What’s more, Arts and Minds share that entries into arts subjects at GCSE have reduced by 42%. [4] Without time to develop a passion for art, and the adequate skills required, we’re seeing fewer people go on to study art.
The report we commissioned reveals why this may be:
- Less than half (44%) feel they have access to the right resources and training levels to teach art successfully.
- A similar proportion (43%) reported that their teacher training did not give them sufficient confidence to deliver art and design lessons.
- Only 1 in 5 (20%) believe they have adequate opportunities for professional development in art education.
A Solution for Schools: A New art-K Programme for Primary Schools
These findings, commissioned by us (art-K), have led us to innovate a solution that will support teachers in providing effective art education. In the coming year, we will roll out a new programme to schools to help students develop core artistic skills. Our programme is currently undergoing tests with local schools in Surrey, who love the creative and full-bodied approach to our programming.
Like our programme provided in our clubs, it’s appropriate to students’ age and developmental stage, whilst also adhering to the national curriculum and the restraints of school funding. We will deliver this programme to schools at a significantly reduced cost, as part of our commitment to supporting art education. It aims to offer imaginative and creative skills that aid cognitive development. The goal is to significantly improve the overall development of children’s fine motor skills.
The National Society for Education in Art and Design (NSEAD) published an insightful article on the YouGov report we (art-K) commissioned. They call out for a change in the way primary schools teach art. To draw attention to the issue, they collected comments from influential figures in art education. This included NSEAD patron and artist Bob and Roberta Smith, OBE. They said:
We hope that our new programme will help provide a step towards that!
Background on art-K
Founder Kathryn has a background in paediatric speech and language therapy. By her twenties, she was Head of Paediatrics at Epsom and Ewell NHS Trust. In 2000, Kathryn used her expertise to produce a new art programme, which became our unique age-based developmental approach. Kathryn took this leap after she realised how limited the art resources were for her own children at school. She aimed to create somewhere she could teach her children – and others – how to grow their visual and artistic skills. In 2016, art-K was launched by Emily & Kathryn to expand the impact that the programme could have on the country as a whole.
25 years later, this new research confirms that little has improved in the narrative in arts education. In fact, it’s worsening! Now, we embark on the next chapter at art-K, as we support schools to join us in redefining art education!
We invite you to share your comments!
Emily and Kathryn, co-founders of art-K, share their insight:
Discover the facts behind the creative learning crisis
Want to see why early creative learning matters? Our new national report explains how art education impacts children’s motor skills, confidence, and academic development.
Download the full report to explore the data, teacher insights, and practical ways schools can rebuild creative confidence through structured art education.
Written by: Molly Huxley and Emily Harper
Edited by: Emily Harper
If you’re interested in learning more about the current state of art education, explore these articles discussing the YouGov report that we (art-K) commissioned:
- The Times: Children struggle to hold pencils as motor skills decline.
- The London Standard: Fewer children able to grip pencils properly as motor skills decline
- TES Magazine: Three-quarters of primary teachers report declining fine motor skills
- Teaching Times: Why Are Pupils’ Fine Motor Skills Worsening?
- National Society for Education in Art and Design (NSEAD): Survey reveals a decline in pupils’ fine motor skills
Sources:
[1] Are Artists Born or Made? Debunking the Talent Myth | art-K Blog
[2] Surgery students ‘losing dexterity to stitch patients – BBC News
[4] Arts & Minds | Putting Creativity At The Heart of The Curriculum
