Artists shaping policies through higher art education: how visual artists develop policies that affect their lives, practices, and careers

This paper centralises visual artists in policymaking processes. It foregrounds the ways artists influence and determine the policies that affect their lives, practices, and careers through their higher art education in London (UK) art schools between 1986-2016. The uninvited and indirect processes by which artists are shaping policies using their education is captured through arts-based/informed methods developed for listening, analysing, and interpreting alongside grounded theory methodology. The practitioner-led approach is key to noticing and raising the subtle agitations in the actions and inactions that underscore artists’ role as policy progenitors. Artists’ relationships with professional development and their experiences of structureless pedagogies, which are aligned to artistic myth are foregrounded. Their acceptances, rejections, and reframing of their fine art curricula is where their influence in shaping policy sits