As a Painter and Fine Art Painting specialist and Associate Lecturer in the UAL’s Foundation in Art and Design, my Action Research Project (ARP) has focused on fostering a sense of compassionate belonging and inclusion, particularly taking place around the first pastoral/accademic tutorials. These early interactions are pivotal in setting the tone for the academic year, offering students a space where they can feel supported, heard, and connected as they navigate the challenges of entering and settling in a new educational environment. This research is situated in the context of experiencing a major institutional merger, which has reshaped UAL’s Foundation structure, class sizes, and teaching modalities. I was exploring how we can truly foster belonging and inclusion within the curriculum, ensuring UAL’s social purpose aspirations become lived realities for every learner? With many tutorials now being held purely online, the question’s for me quickly became: How can the tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials?
A bit of Context and Background
My name is Rebecca Harper, and I have been teaching Fine Art Painting at UAL since 2018, working with both Diagnostic and Specialist students across the Foundation Art and Design courses. I taught BA Drawing into Paint at UWE, and I mentor painters at Turp’s Art School and lecture in Drawing at the Royal Drawing School’s postgraduate programmes.
My own mixed-heritage Jewish background significantly shapes my painting practice, which often explores themes of diaspora, identity, and cultural belonging through a narrative lens and i have found that throughout my painting and teaching career, I have always been deeply interested in how personal expression—our lived experiences, identities, and emotions—can inform our artistic processes and, crucially, our sense of belonging within a creative community. We all have a story, and this understanding of belonging, as something that is both emotional and academic, plays a significant role in my current ARP.
UAL’s Foundation, having undergone a significant merger with St. Martins, LCF, and CCW, now operates across multiple sites and has undergone major structural and environmental changes. This restructuring has created challenges and opportunities in terms of fostering a sense of inclusion and community. The Foundation has a diverse student body, many of whom come from marginalised backgrounds, which i believe makes a strong case for the importance of fostering belonging from the very first point of contact with a tutor.
In my role as a Part One tutor, I work directly with students during their tutorials (pastoral and academic) and pre- merger also their assessments. Some students I may never have seen in my studios personally, and they may not have had the oppitunity to speak to a tutor one to one at this point, so hese initial pastoral tutorials are often the first meaningful contact students have with a tutor prior to choosing their specialist pathway. It is within these tutorials that they begin to establish a sense of who they are as learners and members of the academic community. Therefore, these moments are critical in helping them navigate the uncertainties of their first term, particularly within a new academic environment.
The Challenge: Bridging Institutional Ideals and Daily Practice
UAL’s social purpose ideals include a focus on nurturing wellbeing, promoting inclusion, and ensuring a sense of belonging. However, translating these ideals into everyday practice, especially in a merged and changing institution, can be difficult. Tutorials—once face-to-face and now increasingly online—serve as a critical opportunity for students to feel connected to both their tutor and their learning community. Yet, if institutional ideals around compassionate belonging aren’t reflected in day-to-day practice, students may still feel disconnected or adrift, particularly in the early stages of their studies.
UAL’s emphasis is on not doing more, but rather doing things differently—ensuring that a sense of belonging is embedded within the curriculum and interactions from the outset. This is where my research really comes in: exploring how we can meaningfully structure tutorials, especially the first pastoral ones, to foster inclusion and ensure that students feel valued, supported, and part of the community.
Research Focus and Approach
My research question—How can the tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials?—focuses on understanding how to create inclusive learning spaces for students who are adjusting to new academic and social contexts. I aim to explore the use of participatory and creative methods that engage students emotionally and artistically from the beginning.
Given the inherently creative nature of Fine Art and Design, I am incorporating visual participatory methods, such as PhotoVoice and Metaphorical Self-Portrait activities, into the tutorials. These activities will provide students with opportunities to reflect on their feelings about the course and their artistic identity, helping them to express themselves in a way that feels safe, accessible, and empowering. By tapping into these creative practices, I aim to support students not just academically, but also emotionally, by giving them space to share their experiences and explore their place within the wider community.
Action Research Project (ARP) Structure
- PhotoVoice: This method involves students taking a photograph that reflects how they are feeling about the course and their current experience. The photograph is then used as a tool for discussion, helping students articulate their feelings and concerns about their educational journey.
- Metaphorical Self-Portraits: Students are asked to create a symbolic self-portrait that represents how they see themselves as artists. This exercise allows them to reflect on their identity, both within the course and as creative individuals.
- Stuckness Drawings: Students create a quick drawing that represents how they feel blocked or stuck in their work. This activity encourages self-reflection and helps identify areas where they may be struggling, fostering a deeper sense of connection between the student and tutor.
The Importance of Belonging in Education
Belonging is not just a “buzzword” in education, it is an essential factor for student success and wellbeing. As research by Vytniorgu (2022) and Chun et al. (2016) has shown, a sense of belonging is linked to emotional wellbeing, motivation, and academic achievement. It is particularly important in creative disciplines such as Fine Art, where students are asked to take intellectual and emotional risks in their work. The first few weeks of a foundation course are critical for establishing trust and rapport between students and tutors, and for creating an environment where students feel safe to explore and express themselves.
Conclusion
As I continue to develop and implement my ARP, I aim to create a tutorial environment that fosters a sense of belonging and inclusion. By focusing on reflective, participatory methods such as PhotoVoice and Metaphorical Self-Portraits, I hope to support students both academically and emotionally, providing them with the space to express themselves and explore their identity within the creative community.
This research is not just about improving the academic experience, but about creating a space where students feel seen, heard, and connected. It is my belief that when students feel supported and included, they are more likely to thrive, take creative risks, and develop the confidence necessary to succeed in their studies and beyond.
References
Chun, K. M., et al. (2016). Belongingness in Higher Education: The Role of Emotional Wellbeing and Motivation. Journal of Educational Psychology, 108(3), 463-475.
Vytniorgu, R. (2022). The Role of Belonging in Academic Success and Student Wellbeing. International Journal of Higher Education, 45(2), 101-115.