CLASSROOM AS STUDIO BLOG: Kanj Nicholas, Artist
When I joined the ‘Classroom as Studio’ project two years ago, my main goal was to bring joy back into art lessons at schools. I’m grateful that I stepped into this new experience with the simple hope of making even a small positive impact. That sense of purpose has carried me through a journey filled with unexpected twists, both ups and downs, and made me aware of the realities teachers face—like curriculum limitations, restricted resources, and limited teacher time.
Over the past two years, my confidence has grown along with my goals—to support teachers in feeling confident, well-prepared, and inspired to continue using creative methods even after the program ends. I have aimed to cultivate an approach in art lessons that encourages a deeper appreciation for the creative process itself, instead of focusing solely on set outcomes. Allowing flexibility instead of expecting perfection creates a classroom where exploration, experimentation, and enjoyment thrive. Over time, I have learned to trust my instincts more and embrace a gradual learning approach. Instead of treating lessons as isolated events, I now see them as part of a series or block, allowing each one to build upon the last. This shifts the focus to the learning process itself, rather than feeling pressured to achieve a predetermined outcome.
Working with the pupils has been incredibly rewarding as I’ve observed them change, welcoming the chance to play and get messy (within limits!), and steadily developing their confidence and resilience. I’ve discovered that each class has its own character, proving that ‘one size does not fit all.’ This realisation has allowed me to adjust my teaching style and expectations to be more flexible. Perhaps the most notable shift has been seeing children freely interpret themes or topics in ways unique to themselves. Introducing collaborative activities and encouraging “art language,” which aligns with the schools’ overarching goal of improving oracy skills, has required patience and persistence. Although there have been challenges, maintaining consistency through the ‘Classroom as Studio’ project has led to noticeable growth in the children’s confidence and resilience.
This experience has significantly influenced my artistic practice. Previously, I engaged in brief periods of work within schools; however, I have now had the valuable opportunity to collaborate closely with teachers and pupils, fostering trust and deepening mutual understanding. The Classroom as Studio initiative has offered a distinctive environment that has contributed to personal growth in several areas, including organization, management, and administration. I have learned to appreciate achievements and reflect on them, while also accepting challenges as opportunities for learning. This experience has reinforced my conviction that collaborative efforts with educators and meaningful engagement with students enable creativity to thrive within the classroom.
