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I’m Kate Collins, I grew up in Somerset and studied ceramics at Stoke on Trent. I’ve been an Art teacher in Wolverhampton for over 30 years now and I am finally finding time to create my own work!

As a one teacher department at St Matthias School, Wolverhampton, I am always open to every opportunity to enhance my own learning and that of my students – working on my own makes it challenging to continue to push new ideas and stay creative. Meeting other practitioners to discuss art and work together and being involved with Arts Connect, their Contemporary Art in the Classroom Programme and their links with local art galleries provides me with inspiration.

As part of this opportunity, I was hoping to find time to extend my own artistic practice which has become stagnant – reduced to preparing exemplar materials and ‘how to’ explanations. I was really needing a push to get me started and this was a chance to gather ideas. As a teacher I was hoping that my students would learn to experience appreciating art in a gallery setting rather than on a screen and to engage with talking about meaning and personal interpretation of artwork. As art students they often search for ideas online, which is fine as a starting point, but this offers little insight into what the artist is intending or the scale, texture and materials used in their work. I hoped that they would see this as a way into giving their own work a deeper meaning and think more in terms of using fewer literal interpretations of their given themes.

Students visited the exhibition Friends In Love And War at The Ikon Gallery, Birmingham and were nervous but excited. They were unsure what to expect but soon gained in confidence, moving around the exhibition and finding inspiration for their own work. They sketched and took notes and photographs which they subsequently used in lessons to further develop their work. Some liked that the art in the exhibition had meaning and was personal to the artist – a backstory, a reason behind the images – and have since started to include a deeper response and meaning to their own work.

Some students took inspiration from the materials and composition of the work they saw – moving their ideas into 3-D or creating a series of pieces on their theme. The results demonstrate each students’ unique approach to their given starting point and illustrates how seeing others’ artwork first hand can have a positive influence on how an idea can develop.

In my own work, I found inspiration from the social history photography in the exhibition. It resonated with me feelings of nostalgia, family and friendships. I began to look back at my own photographs which document the cultural times and my memories of events and occasions. I am not a confident portrait painter but decided to push myself by creating portraits of my sister who I now hardly ever see because she lives abroad.

I experimented with acrylics, oils and even emulsion paint, initially using monotone for the image to represent my old photographs and then colour for the background as a contrast to hint at memories of trips to the sweet shops and childhood toys – bright, bubble-gum pinks, pastels. I then tried using sepia tones, dull backgrounds and began using much older photographs of my parents when they were younger, of my brother too and then more recently of my own children.

I also made a choice of working on a small scale as a test of my painting skills, never having worked on a miniature before – I really like historical portrait miniatures and the idea of producing a modern miniature.

The impact on my teaching has been mainly in trying to instil in the students a more personal response in their work. To move away from a reliance on Pinterest – which is great for initial ideas – and begin to ask themselves ‘why?’ Students have also been inspired to use more 3D materials in their work and have been more involved with experimenting and developing an idea rather than jumping straight to planning a final piece. Seeing such a range of art in the gallery opened their eyes to the possibilities and limitlessness of their creativity. It has given them a sense of empowerment and choice; permission to pursue their own ideas and produce art that reflects themselves rather than trying to ‘fit’ into prescribed expectations.

It is this ethos that I will be taking through more into my teaching; being less concerned with what is ‘right’ about students’ artwork and more about what it means to the student to be creative and expressive. This will probably be a slow process! Being a teacher means quantifying and assessing via a set of criteria that often does not allow for the simple experience of creating art.

Students enjoyed their visit; learning outside the classroom is so important to provide a wider knowledge of our society and seeing artwork first hand was a surprise to some of them. They saw such a range of scale, media, creativity and points of view giving them an insight into what art can provide the observer and the artist. A way to understand, to question, to provoke thought and discussion.

 

Kate Collins, Head of Art, St Matthias

“I liked the sculptures a lot as they made me laugh.”

“It gave me some ideas for my own work.”

“I liked the gallery space and it was my first time going to an art gallery. It was friendly and I felt confident looking at the work and spending time there.”