Spaces To Explore

Spaces to Explore: Prioritising Process in Creative Learning is a two-year collaborative project that integrates process-driven art, experiential learning, and meaningful play, establishing creative confidence in students.

The project is delivered by Lead Artists and Co-facilitators who have co-designed a programme of workshops tailored to the support needs of teachers and students at Harris Academy Chobham Primary, Star Lane Primary School and Vicarage Primary School.

Spaces to Explore is supported by the Paul Hamlyn Foundation, who work collaboratively with organisations and individuals who are working to build a just society. The awarded grant is part of the foundation’s Arts-Based Learning programme.

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Images:
1. Alaa Satir
2. Alaa Satir
3. Molly Burrows

The programme includes a series of CPD training sessions for teachers and educators, parent workshops that allow families to experience the creative process alongside their children, and concludes with a Creative Showcase in 2026.

In the first year, between January and July 2025, we worked collaboratively with artist-facilitators and participating schools to deliver 30 artist-led workshops in classrooms and outdoors on The Line.

The bespoke programme has been tailored to the needs of each school, including:

Process-based, tactile, and experiential workshops specifically for students with special educational needs

Meaningful outdoor play and experimentation, encouraging creative confidence and creative risk-taking in students

Developing a collaborative, responsive approach to teaching and learning art that encourages play, risk-taking and experimentation amongst students

De-mystifying the creative industry by highlighting successful arts professionals and providing live demonstrations of how creative careers can thrive in various fields

Spaces to Explore emphasises creative risk-taking and experimentation in arts-based learning.

Rather than focusing on fixed, assessment-based outcomes, the projects’ aims are underpinned by the collaboration between students, facilitators, and teachers, and the unique contribution offered by The Line for arts-based learning.

In our first year, we found that:

Children engaged with a range of materials, processes and techniques throughout the project. Artist facilitators utilised multi-sensory, somatic, and embodied practices to enhance the potential of process-led learning experiences.

Freedom to explore materials and processes without set outcomes that enables children to experiment, take risks, think divergently and learn collaboratively. This has led to evolved problem-solving and communication in groups.

There have been indications of improved wellbeing among students across all schools, including increased happiness, pride, confidence, social connection, excitement, engagement, peace, resilience, and agency.

In year two of the programme, we will build on the creativity, confidence, and wellbeing fostered in our first year, deepening collaborative, process-led approaches that give children freedom to explore, take risks, and grow. Together with teachers and artists, we will continue to expand spaces where children can connect, express themselves, and thrive through discovery autonomously.