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Art and design teaching jobs in England

Uk postcode or current location.

Logo for Christ's Hospital School

Teacher of Art

Christ's Hospital School, West Sussex

This post offers the opportunity to teach Art to IGCSE and A Level. As an independent school, a PGCE is not necessary for teaching at Christ’s Hospital and we would consider recent graduates who are interested in the profession.

Logo for Churcher's College

Teacher of Design Technology

Churcher's College, Hampshire/Surrey/Sussex borders

An exciting opportunity to teach Design Technology within a thriving department in new purpose built DT facilities.

Logo for North Cambridge Academy

Curriculum Leader of DT

North Cambridge Academy, Cambridgeshire

Our ideal candidate will have a passionate and uncompromising commitment to pupil achievement and be a believer in the potential of young people, with a mind-set that all young people can experience success.

Logo for The Study Prep, Wimbledon

Art Teacher -Part Time Key Stage 2

The Study Prep, Wimbledon, Merton

Art Teacher Part TIme Key Stage 2

Logo for Cheltenham Ladies' College

Teacher of Art & Design

Cheltenham Ladies' College, Gloucestershire

An enthusiastic and well-qualified teacher is required to teach Art throughout the age range in this thriving department.

Logo for St Bonaventure's

St Bonaventure's, Newham

Do you want the opportunity to join an outstanding Art Department that is consistently placed in the top 0.5% of National achievement for GCSE and A Level?

Logo for Langdon Academy

Teacher of Art, Craft and Design

Langdon Academy, Newham

An exciting opportunity has arisen for an outstanding teacher to join our thriving and successful Trust to teach Art, Craft and Design at Langdon Academy.

Logo for Leigh Academy Rainham

Leigh Academy Rainham, Rainham

We are seeking to appoint a Teacher of Art who can deliver high quality learning opportunities for our students across this curriculum area.

Teacher of Textiles (Maternity Cover Contract)

Leigh Academy Rainham, Medway

Can you deliver high-quality learning opportunities for our students? Are you passionate about learning? Apply now

Logo for Co-op Academy Grange

Co-op Academy Grange, Bradford

We're looking for an experienced, enthusiastic, talented and inspirational Teacher of Art

Head of Art

We're looking for an experienced, enthusiastic, talented and inspirational Head of Art

Logo for Warminster School

Creative Arts Graduate Assistant

Warminster School, Wiltshire

Genuine community spirited school; Excellent professional development and leadership programmes; Free parking; Free lunches; Proactive Common Room Committee plus many other benefits.

Logo for Uppingham School

Art and Textiles Technician

Uppingham School, Rutland

This is an exceptional opportunity for a highly skilled and creative technician to join the Art Department at Uppingham School.

Logo for Rossett School

Subject Leader Art

Rossett School, North Yorkshire

Subject Leader Art Rossett School, Harrogate, North Yorkshire Permanent contract Full-time MPS/UPS TLR2b

Logo for Dorset Studio School

Part time Teacher of Art (KS3)

Dorset Studio School, Dorset

We are excited to advertise this rare opportunity to become part of our incredible staff team. Are you an experienced and outstanding Art teacher or a new teacher starting your career? If so, we’d love to hear from you.

Logo for St Mary's Catholic High School

St Mary's Catholic High School, Wigan

The Governors of this dynamic and forward thinking school are seeking to appoint a well-qualified and enthusiastic Teacher of Art. In order the attract the right person we are flexible and can offer the role on either a full time or part time basis.

Logo for The Leys School

The Leys School, Cambridgeshire

We are seeking an experienced, inspirational and enthusiastic Teacher of Art who specialises in sculpture to join this vibrant department.

Logo for Bright Heart Education

Tutor for GCSE Art and Design - Photography

Bright Heart Education, New Malden

Seeking GCSE AQA Art & Design Photography tutor.

Logo for Furze Platt Senior School

Teacher of Art and Photography

Furze Platt Senior School, Windsor and Maidenhead

We are looking to appoint a skilled teacher capable of providing a dynamic and stimulating creative environment for our students.

Logo for St Mary's School Ascot

Teacher of History of Art

St Mary's School Ascot, Windsor and Maidenhead

An enthusiastic, well-qualified teacher is required to teach History of Art to A Level.

We are the National Society for Education in Art and Design

Protecting, supporting and inspiring art, craft & design education. this is how....

art teachers uk

COMING SOON: The Big Landscape Toolkit

The Big Landscape is a new art and design curriculum toolkit for all art and design educators who place learners and community at the heart of their planning. 

NSEAD Awards

Do you know an institution or someone who has shown inspirational ACDE practice? Maybe it's you! Wherever this amazing work is, we want to find it and celebrate it.  Nominations are now open! 

AD magazine

AD Magazine

Our termly member magazine, filled with Art, Craft and Design best practice,  projects, interviews and essential information. Every AD also comes with a colourful A2 poster.

e-learning courses

See available courses on our e-learning platform here

Williamsburg Bridge New York Leonardo Burgos on Unsplash

Anti-Racist Art Education (ARAE) Resources

Anti-Racist Art Education Action (ARAEA) Group was set up in July 2020 to ensure that NSEAD, our subject and all who engage in it, are actively anti-racist. The resources found here aim to support this work and provide educators with tools to take specific…

The Next Chapter - Artist Teacher in Adult Community Learning Conference

The second A-T in ACL conference will take place 23 March 2024 online and is intended as a space to bring together artist-teachers working in the sector to share good practices, research, ideas, and experiences.

Better Practice in Art, Craft & Design Courses

Investigating gender balance in the classroom.

This course is designed for teachers who are looking to explore their understanding of gender balance in the classroom. You will develop useful and adaptable strategies to take back to the classroom and assist with your professional development.

Leading Primary Art and Design

NO FIXED DATE - ON DEMAND LEARNING. This online course is designed for primary subject leaders who are looking to develop the Art and Design curriculum area in their schools - registration now open

Developing an Anti-Racist Curriculum

Join NSEAD on a journey of inclusion, equity, and diversity as we strive for every art educator to critically review, revise, and decolonise their curriculum. Our mission is to advance art education, for everyone, so every child can achieve their potential.…

Latest news from NSEAD

Discover more about art, craft and design news and events nationwide.

NSEAD writes to Secretary of State for Education

NSEAD shares a statement written by a group of Art and Design PGCE trainee teachers.

Melvyn Bragg: Arts education is the engine of growth

Lord Bragg, in the House of Lords debate, 1 February 2024, chaired a motion and examined the value of the creative industries and arts education. He described…

NSEAD Member Rose Sinclair is awarded an MBE  

Congratulations to Rose Sinclair who in this year's New Year Honours has been awarded an MBE.

The impact of Raac on our subject has not been understood

The government announce no dispensation for the thousands of young people whose examinations will be affected by Raac.

art teachers uk

NSEAD is for you, your career and our subject

How Do You Become an Art Teacher?

29 March 2023

15 minutes to read

teacher student crafts school

  • 01. Art teacher qualifications and training
  • 02. Global Shortage of Teachers: The Urgent Need for More Educators
  • 03. Why We Need More Teachers
  • 04. Why Taking Art Out of Schools Is a Bad Idea
  • 05. How Do You Qualify as an Art Teacher?
  • 06. Getting Onto an Art PGCE
  • 07. Passing the Art PGCE
  • 08. Finding Work with an Art PGCE
You cannot teach a man anything, you can only help him find it within himself. Galileo

The UK is one of the few countries in the world where fewer and fewer people are encouraging their children to become teachers.

Despite that, British people rank primary school teachers and secondary school teachers higher than any other major European economy. It goes to show that while we respect teachers, few of us are brave enough to do the work they do. After all, there’s a lot of work to become a teacher.

If you have a passion for art and love teaching, becoming an art teacher can be a rewarding career. In this article, we'll explore how to become an art teacher in the UK, including the qualifications and training you'll need. We will also make a case for teaching, in general, and then, we’ll look at how important art education is to our student's development. Finally, we'll show you how you can become an art teacher.

The basic steps to becoming an art teacher are as follows:

  • Study for an art degree or teaching qualification
  • Complete a PGCE in art and design or use an SCITT programme
  • Ensure you have an art portfolio
  • Apply for roles
  • Plan your lessons and get teaching

Want to give private lessons?

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Art teacher qualifications and training

teacher students school art

To become an art teacher, you'll need to have a passion for art and a desire to share your knowledge with others. You'll also need to be patient, creative, and able to communicate effectively with students of all ages and abilities.

To become an art teacher in the UK, you'll need to have a degree in art or a related subject. You'll also need a recognised teaching qualification, such as a PGCE (Postgraduate Certificate in Education) in art and design. Alternatively, you can train to be an art teacher through a school-centred initial teacher training (SCITT) programme or School Direct.

If you don't have a degree in art, there are still options available to you. You can take an art foundation course to build up your skills and then apply for an art degree. Alternatively, you can take a conversion course, such as a Graduate Diploma in Art and Design , which will allow you to gain the necessary skills and knowledge to apply for a PGCE.

There are various routes to become an art teacher in the UK. One option is to take a PGCE in art and design, which is a one-year teacher training programme. During the course, you'll learn how to teach art and design to students of all ages and abilities. You'll also gain practical teaching experience through placements in schools.

Another option is to train to be an art teacher through a SCITT programme or School Direct. These programmes allow you to gain practical teaching experience in a school while working towards a teaching qualification. You'll receive support and guidance from experienced teachers and mentors throughout the programme.

B ecoming an art teacher in the UK requires a combination of qualifications, training, and passion for art. If you're committed to sharing your love of art with others and have the necessary skills and qualifications, then this could be the perfect career for you. Whether you're just starting out or looking to progress in your career, there are many opportunities available to you.

Global Shortage of Teachers: The Urgent Need for More Educators

After the Galileo quote, we really opened this article with a bang, didn't we? Unfortunately, as scary as it is, that wasn't just an off-the-cuff remark we tossed out to get your interest. Several studies indicate that people are turning away from teaching in droves, not just in the UK but around the world.

See how you can become a tutor London here.

You might think the reasons are straightforward: globally, teachers don't get paid enough and don't get enough classroom support - materials, help with administrative tasks and managing ever-larger class sizes. These are the issues the news media most often report on but the truth of the matter is far more nuanced than anything we can conclude from the information given to us.

Another alarming social trend the media report on these days is that, in many regions of the world, people are having fewer children. Fewer babies being born means fewer future students needing teachers. It also means that the smaller number of babies will result in a smaller number of teachers available to educate future generations.

That is one scary statistic for more than one reason, but that's exactly what's happening right now in Japan, South Korea and some European countries. Indeed, even the US recently reported their lowest birth rate in 50 years...

Some countries have an abundance of teachers but those professionals don't want to teach the levels that most need teachers. That results in a simultaneous overabundance and a dearth of teachers in the same country. Oddly enough, it's the early education and primary education that lacks proper staffing. Worldwide, more teachers seem to want to teach at higher levels than at lower ones.

Teachers are retiring and there are fewer young teachers to take their place

Finally, there's the matter of younger people not being attracted to the teaching profession . Perhaps scared off by the mainline narrative of low pay, long hours and poor recognition for their efforts, more and more educated youths are embracing more progressive careers in FinTech, computer programming and cybersecurity, among others.

Like so many other career fields, the global teaching ranks are ageing out and not being replenished. This natural attrition is sounding alarm bells throughout the global educational community.

Study after study has shown the same trends. The information we cite comes from a 2018 report on Education International Research but there are many others, and they all say the same thing.

It's time we make a case for more teachers.

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Why We Need More Teachers

Despite fewer babies being born which, logically, will lead to fewer students to educate, the need for more teachers has never been greater. It's not because of the large student groups today's teachers have to manage - although that is a part of the reason, the real proof of this need is that there is so much more to teach .

Compare all the things we know about today versus our knowledge stores from a century ago, or even 50 years prior. The human genome was not mapped. Computers occupied entire rooms and processed data so slowly that they were only useful in certain, narrow applications. We didn't understand as much about our environment and the interplay between elements and organisms that form ecosystems.

And, every day, we're learning more about technologies that can prolong human life and reverse environmental damage.

Yet, our schools remain grounded in the Three Rs: reading, writing and arithmetic. We teach biology and physics fundamentals... but how many textbooks talk about dark matter or delve into the theories that explain black holes? How much of today's textbook content translates into practical knowledge that could be applied to today's real-life challenges?

Why has the concept of teaching not fundamentally changed since the dawn of compulsory education?

And, on the artistic side of the education spectrum...

Technology has done so much to advance artistic expression . Software programmes like Photoshop and CAD - computer-aided drawing/design, hardware devices like Wacom tablets and 3D printers. Entirely new artistic concepts such as non-fungible tokens - those NFTs that currently sell for millions of pounds (or dollars).

Are NFTs the future of artistic expression? If so, shouldn't we teach our students about them?

New media to sculpt with: Lego bricks and silly putty and even clays made of flour, salt and water. And all of that is beside the existing materials that our current art programmes, such as they are, hardly - or don't touch on paper for origami, natural pigments like beet juice and henna for painting.

Advances in photographic equipment. Photography is a legitimate form of art , after all, and the last 20 years technological developments in photographic equipment have been astounding.

Granted, if TikTok and Instagram are any proof, plenty of students are showing themselves totally capable of discovering on their own what their cameras can do; they also display their artistry in the work they create. But... why not teach those skills to all students?

Not only would teaching such progressive skills - skills that students are interested in learning, get kids excited about learning and school, it would likely help to reinvigorate and rejuvenate the teaching profession.

Although it's seldom (never?) mentioned, there's a good chance that the teaching profession, not having changed in about 300 years, plays a role in keeping the best, brightest and most motivated minds out of schools.

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Painters, potters and sculptors could teach kids critical thinking skills

Here are some statistics and information on becoming an art teacher in the UK:

  • According to the UK government's Department for Education, there were over 3,500 full-time equivalent art teachers working in state-funded schools in England in 2020.
  • The average salary for an art teacher in the UK is around £30,000 per year.
  • To become an art teacher in the UK, you'll typically need to have a degree in art or a related subject, as well as a recognised teaching qualification, such as a PGCE in art and design.
  • There are various routes to becoming an art teacher in the UK, including taking a PGCE in art and design, a School Centred Initial Teacher Training (SCITT) programme, or School Direct.
  • The demand for art teachers in the UK varies depending on location, but there is generally a need for qualified and experienced art teachers in many parts of the country.
  • In addition to teaching in schools, there are also opportunities for art teachers to work in further education, higher education, or in community settings.
  • The role of an art teacher can be challenging but also highly rewarding, as you'll have the opportunity to inspire and develop the creativity of your students.

Why Taking Art Out of Schools Is a Bad Idea

Something else that's quietly disappearing from schools: art programmes .

Academic hardliners and the world overall seem of the same mind: school is for learning concrete facts and how to discover them. That means maths, sciences and rhetoric. There are no facts to be found in art; therefore, teaching art in schools is not necessary.

That's not actually the reason given for the global waning of school art programmes; funding is.

Thanks to the recent economic crunches - the 2008 downturn and, more recently, the COVID pandemic, we all know what it's like to use the financial resources we have wisely. When it comes down to buying food versus buying new shoes or clothes (that aren't strictly necessary), obviously, food wins out, right?

The same thing is happening in schools everywhere. Faced with ever-diminishing financial resources, the courses that are seen as less valuable get cut: music lessons, art classes and, in most countries - but, notably, not in the US, physical education and athletic programmes.

To pragmatic thinkers, that logic is inverted.

What will courses in higher maths and advanced physics do for students who are unable to think critically? Who lack the ability to problem-solve and has little to no spatial awareness? Whose fine motor skills and cognitive abilities are on the decline?

Already today, the medical community is decrying student doctors' inability to suture because they lack the motor skills needed for precision work. Elsewhere in the business, employers are desperate for job candidates with demonstrable critical thinking skills and the ability to problem-solve.

These are the skills students cultivate when they learn how to create art .

It takes a controlled hand to apply paint exactly where it is needed on the canvas, and nowhere else. It takes imagination to create something or make something appear where, before, were only raw materials or an empty page. And it takes substantial brain power to resolve how to make disparate elements come together to create an aesthetically pleasing work.

As we're stuffing students' heads full of facts - or, at least, attempting to, we're failing to help them develop their natural curiosity , their ability to imagine and visualise, and their ability to think adaptively.

Aren't these the skills and qualities most needed at this point in the human experience? How are we going to come up with innovative solutions to some of the world's greatest challenges if we can't imagine any solutions? If we can't break out of our rigid thought patterns to find new ways to solve new problems?

You, with your palette and brush in hand, hold the answers.

Armed only with your sculpting knives, pottery wheels and two-sided origami paper, you possess the talent and abilities needed to turn out legions of thinkers with exactly the skills needed to meet tomorrow's challenges, today.

As a society, we have to look beyond the rational - maybe even overlook the rational, to favour the fanciful. We need to develop students' minds, not just their intellects. The best way is by making art classes, led by qualified art teachers, available to them.

That begs the question...

How Do You Qualify as an Art Teacher?

Generally, art teachers will need postgraduate qualifications and qualified teacher status (QTS) to work in a secondary school in the UK.

What qualifications do art teachers need?

However, first, they need a qualification in their subject area. Usually, this will be a bachelor's degree in art. Once they have this, they can complete postgraduate courses (usually the Postgraduate Certificate in Education or PGCE) or teacher training.

Most UK universities ask for a lower second-class undergraduate degree (2:2) in art and design-related subjects or equivalent for an art PGCE.

Find out how to become an art teacher .

Getting Onto an Art PGCE

To become a qualified teacher, you'll usually be expected to complete the PGCE in which you'll gain professional skills while studying and learning more about the teaching practice. Similarly, PGCEs include school-based work placements for aspiring teachers.

How do you get on an art PGCE?

However, before you can do all this, you need to be accepted onto the course. Much like with undergraduate degrees and almost everything else in higher education, your application will be dealt with through UCAS.

Sadly, a PGCE isn't free but there are a few things you should know about the fees and funding. When you find a course and are accepted onto it, you should look to see whether or not you're eligible for a tax-free bursary, tuition fee loan or maintenance loan, or additional financial support. Bursaries go up to £9,000 and are available for those with a first, 2:1, 2:2, Master's, or PhD.

Before you start looking for a PGCE, we recommend that you check the QS World University Rankings to see which are the best universities. For example, certain universities are better for primary education while others excel in undergraduate study but fall short in postgraduate study. Similarly, most universities will sing their praises when it comes to their department of education or school of education.

You might want to also consider attending an open day once you've settled on a few universities that you're interested in.

Here are some of the best universities for PGCEs:

  • University of Birmingham
  • University of Bristol
  • University of Cambridge
  • University of Durham
  • University of Exeter
  • Loughborough University
  • University of Manchester
  • University of Nottingham
  • University of Oxford
  • University College London

Find out more about the qualifications art teachers need .

Passing the Art PGCE

In comparison to most degree courses, the PGCE can be tested. A lot is expected of those who want to make their way into primary or secondary education and teacher education in the UK reflects this. You'll be expected to study a lot!

How do you pass an art PGCE?

As the PGCE is tough, make sure you rely on your support network. Friends, family, and, most importantly, university tutors and placement mentors are on hand to help you with guidance and assistance. If things get difficult and you start to struggle, make sure you reach out to those that can help you.

Similarly, you won't be the only person on your course so make sure that you make friends with the other PGCE students. After all, you're all in the same boat and it can be useful to work together as you all have shared goals. We're not saying that you should copy off them, but you should help each other and support one another.

One of the hardest parts of your PGCE will be the placement. While it's challenging, you should also try to make the most of it. We can't stress enough just how much you'll learn from this time and you should make sure that you're constantly learning from every challenge that's thrown your way.

The entry requirements for the PGCE might make you think that it's quite easy but it's quite the opposite. Ask anyone who's completed it and they'll tell you it was one of the toughest years of their lives. That said, it doesn't get much easier (or any easier) once they start working in primary or secondary schools. Teaching isn't for the faint of heart.

Find out how much art teachers earn .

Finding Work with an Art PGCE

Just because you've got your PGCE, it doesn't mean that you'll just automatically walk into a job teaching art in a state school. As we said earlier, you'll usually need an art degree, QTS, and, the hardest thing to get, experience.

How can you find work as an art teacher?

When looking for work, you'll need to do your NQT first. NQT is short for "newly qualified teacher". This means that you've got your QTS but are yet to complete the "induction for newly qualified teachers", which is a 12-month programme.

Put simply, when you get your PGCE, your first year of teaching full-time will be your NQT year. This means that you'll need to be looking for NQT positions when applying. Once you've completed your NQT year, you can start searching for art teacher jobs of all types. However, like every other career, certain online tutoring jobs UK will require more experience than you have.

You can find jobs for art teachers on the gov.uk website under the teaching vacancies service. Similarly, jobs are posted to other sites like indeed.co.uk, totaljobs.co.uk , and teachin.co.uk , for example. Make sure that you apply to jobs that you're capable of doing and qualified for.

Find out what makes a good art teacher .

If you're interested in becoming a private art or drawing tutor, consider signing up to Superprof and creating your profile. You can offer three different types of tutorials: face-to-face tutorials, online tutorials, and group tutorials. As there are pros and cons to each for both the student and the tutor, you need to think carefully about which combination of them you'll offer before you start.

Face-to-face tutorials are just between you and your student. With just one student in the session, every session needs to be tailored to them. Of course, this means that you'll need to prepare a lot outside of the lessons. However, you can reflect this in your rates as you're offering a tailored bespoke service to the student. Face-to-face tutorials are usually the most expensive type of tutorials but they're also the most cost-effective for students so make sure that they're aware of this.

Online tutorials are also between you and your student but you won't physically be there in the room with them. Instead, you'll teach them remotely using a computer, webcam, and video conferencing software like Skype. Much like face-to-face tutorials, online tutorials are a tailored service and you'll have to spend time planning each session but you'll save a lot of travel time as you only need to make it to your computer rather than the student's house. With all the time you save by not travelling, you can add even more tutorials to your schedule. With fewer outgoings and increased earning potential, you can charge more competitive rates for your tutorials.

Group tutorials involve teaching several students at the same time. Of course, with several students to keep happy, you won't be able to fully tailor the tutorials to each student. However, with several students paying for each hour of your time, you can charge less and still earn more at the end of each hour. Of course, this only works if your classes are full and the more students you have in your class, the less appealing your tutorials will be. Furthermore, group art tutorials will require a large space so if you don't have a studio or dedicated space available, you may have to look into renting a space for your lessons.

Finally, don't forget that many of the tutors on Superprof offer the first hour of tuition for free. This is a great opportunity for tutors to show off their teaching skills, meet potential students, and discuss what their tutorials will be like. Students will use these sessions to try out several different tutors so make sure you stand out when you meet them.

Key Takeaways

  • French sentences typically follow a subject-verb-object (SVO) structure, but there are different sentence structures that can be used to convey meaning.
  • Basic French sentences often include phrases like "where are you in French?" (où es-tu en français?), "to in French" (pour en français), and "of in French" (de en français), which are fundamental in basic sentence construction.
  • French time phrases, such as "in the morning" (le matin) and "at night" (la nuit), are commonly used in French sentences and can be placed at the beginning or end of a sentence to convey meaning.
  • Memorizing basic French verbs and the order of pronouns in a sentence is important to understand French sentence structure.
  • Starting a sentence with a verb is a common structure in French, and can be used to emphasize the action or event taking place.
  • It's essential to study the language structure and form, as well as to memorize basic French phrases and sentence starters, like "on y va" (let's go) and "vieux lion rouge" (old red lion) which translate to more familiar meanings.
  • Finally, it's important to master basic French grammar and sentence form in order to build more complex structures and effectively communicate in French.

Enjoyed this article? Leave a rating!

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Joseph is a French and Spanish to English translator, language enthusiast, and blogger.

Frequently asked questions

How to become an art teacher without a degree.

To become an art teacher without a degree, one option is to take an art foundation course or a conversion course or to gain relevant experience through school-based training programmes.

Can you become an art teacher without a degree?

It is possible to become an art teacher without a degree, although it can be challenging and typically requires additional courses or relevant experience.

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Paul Brandford oversees a life-drawing workshop at Greenwich’s Eltham Hill School, with life model Anna Bird

Art under threat: why teaching's in decline in our schools

By Amy Sherlock

Published on 20 March 2019

Amy Sherlock addresses the slump in art teaching in Britain's schools, and the effect this has on the art education ecosystem.

From the Spring 2019 issue of RA Magazine , issued quarterly to Friends of the RA . This issue is an arts education special, to mark the 250th anniversary of the RA Schools.

It is a miserable morning. The windows fog with condensation as the packed bus crawls through rush-hour traffic. Not for the first time in my life, I am running late for school.

I’m on my way to Eltham Hill School, in Greenwich, south London, to sit in on a life-drawing workshop run by the Royal Academy for a group of GSCE and A-level art and design students. Today’s session will be directed by the artist Paul Brandford, an RA Schools alumnus of the 1980s, who has been leading workshops since the RA’s outreach programme was in its infancy (its school workshops began in 1989.) Joining Brandford is his regular co-conspirator, Anna Bird, who is modelling. She enters the school’s dance room, where the workshop is taking place, wrapped in a bathrobe. As there will be students under the age of 16 in the session, Bird wears a thin leotard rather than posing naked. Technicians unroll mats in the centre of the room and bring extra heaters to make sure she doesn’t get cold.

The students file in and Brandford directs them to sit in a circle around the mats. Dressed in jeans and a T-shirt, in brightly stockinged feet, he cuts a distinctly non-teacherly figure. He addresses the students with a sense of putting them at ease, explaining that the day is not a life-drawing ‘class’ but, rather, ‘a series of problems to be answered through drawings’. The students are set a number of tasks to work through. After each task is completed, work – including his own – will be shown and discussed. There is no right or wrong, only learning through doing.

Everyone grabs a piece of paper and a stick of charcoal for the first exercise. In the interests of research, I do likewise. Bird sits with one leg folded and one knee raised, resting her chin on her clenched fist. Brandford gives us 10 minutes to get something down. I start with a stick-figure outline of Anna’s sinuous limbs, but I keep getting the proportions wrong. I smudge out and try again. And again. I end up with a figure with the drastically foreshortened arms of a tyrannosaurus rex. I give up.

The students, however, must persevere – which is part of the point. As Brandford explains, "what I want the kids to take away from this is confidence: the courage to try and deal with failure and learn from things that don’t quite go their way." It’s about, he says, "creating an atmosphere in which people feel a freedom to try something out."

The students feel this, too. Towards the end of the workshop one of the Year 12 students tells me, "I was quite scared to do it, because I’m not very good at drawing from life. But it has been useful: it’s not just about the drawing, it’s about trying to get out of the mindset that if you draw something and you think it’s bad, you should just leave it. Normally I would just avoid something I wasn’t good at, but here we have to stick with something we might find challenging."

Eltham Hill School students at work on drawings in an RA outreach class, 2019

The RA organises about 75 of these workshops each year. They are open to all schools, in all parts of the country for the same fee (£360, reduced from £560 by a subsidy from the RA), which covers the artist-facilitator and the model, and their travel expenses. Brandford tells me that he has been to schools as far apart as London and Edinburgh and from a wide range of socioeconomic contexts. Some schools have been booking workshops since the scheme began; this is the first one to have taken place at Eltham Hill.

Alice Pascual, the Eltham Hill art teacher who arranged the RA’s visit, hopes that the workshop will build students’ confidence with observational skills and perhaps produce drawings that can be used as part of their GCSE and A-level coursework. But, she says, "money is a problem: we just don’t have any". The cost of the workshop was covered by passing on the fee to attending students, while the school provided the materials used. According to Pascual, budgets have been cut across the school’s art departments for the past five years, although the number of pupils taking the subject for GCSE has increased slightly in that time.

She is not the only one feeling the pinch. In late September 2018, an estimated 2,000 headteachers and senior school leaders marched on Downing Street to protest against the effects of seven years of budget cuts to their institutions. Chancellor Philip Hammond’s ill-judged comments about October’s Budget including an additional £400 million to allow schools to buy "the little extras they need" – a drop in the ocean, according to many in the profession – raised hackles further. Despite the Department for Education’s claim that funding will be at its "highest- ever level", reaching £43.5bn by 2020, a report published by the Institute for Fiscal Studies and the Nuffield Trust in September shows a drop in spending per pupil in England by about 8% between 2009/10 and 2017/18 (about £500 per pupil). This reflects a 55% decrease in school spending by decimated local authorities. The report shows that secondary class sizes are larger and teachers are working longer hours. Capital expenditure (long-term investments such as building work or modernising equipment) has decreased dramatically, too – around 41% in real terms since 2010, says a Labour analysis of the report. To say that austerity is not over for many schools would be an understatement.

In this context, headteachers have difficult decisions to make about where to direct their resources. Often, the arts are the first things to go. In 2017, the Association of School and College Leaders surveyed their members and found that 72% reported having cut GCSE courses, with those cuts falling disproportionally on creative subjects. The vulnerability of arts courses has been exacerbated by their exclusion from the English Baccalaureate, one of the flagship measures of Michael Gove, Secretary of State for Education from 2010 to 2014. The EBacc is a performance indicator measuring the percentage of students in state schools achieving grades 5–9 (formerly C–A*) in a range of traditional ‘academic’ subjects at GSCE level: English language and literature, maths, the sciences, geography or history and an ancient or modern foreign language.

The EBacc was introduced with the intention of ensuring that more pupils achieved a handful of core subjects that would allow them to stay in education to A-level or beyond, and to improve their employment opportunities. (The Russell Group, which represents 24 leading universities, followed suit by listing these as ‘facilitating subjects’ in its Informed Choices guides to prospective students.) It is the Government’s aim that 75% of pupils will be studying EBacc subjects by 2022, rising to 90% by 2025. This is, in itself, is not an unworthy aim, given the abundance of research indicating the negative impacts – on the individual and on the workforce – of dropping out of school at 16. It might shock people to learn that in 2010, only 21.8% of pupils studied a portfolio of subjects equivalent to the EBacc. However, many argue that the narrow curriculum is not suited to all learners. Moreover, it has effectively created a two-tier system in which non-EBacc subjects, the arts included, are deemed second-rate: both by schools under pressure to improve their positions in the league tables and by parents (understandably) eager for their children to conform to the latest guidelines.

We are on the brink of deskilling our students on a massive scale... I can see from the work I do in my school that the arts are a lifeline.

Andria Zafirakou, winner of the 2018 Global Teacher Award

The result: funding is diverted away from non-EBacc subjects, fewer teachers are recruited and there is less student uptake. Statistics published in August 2018 by the Cultural Learning Alliance show that the total number of children studying an arts subject to GCSE in England was down 35% since 2010. There have been decreases in every area – art and design, dance, performing arts, music and media. Teacher numbers have fallen for these subjects, while the numbers of EBacc-valid geography and history teachers have increased over the same period. The number of hours that art and design are taught in state schools decreased by 16.5% between 2012 and 2017, according to analysis by the National Society for Education in Art and Design.

The benefits of an arts education to the wellbeing of the individual, and its role in social mobility, are manifold. Drawing on research done by the Cultural Learning Alliance and others, the Bacc for the Future campaign, one of the EBacc’s most active and vocal opponents, has assembled an advocacy pack that includes statistics to prove their point. For instance, students from low-income families who take part in arts activities at school are three times more likely to get a degree, twice as likely to volunteer and 20% more likely to vote as young adults; children who take part in arts activities in the home during their early years are ahead in reading and maths at age nine; and people who take part in the arts are 38% more likely to report good health.

Ideally, of course, a diverse and stimulating arts education would sit alongside and enrich the study of core "academic" subjects, with neither at the expense of the other – and, in the highest attaining schools, this is often the case. However, the Government has systematically failed to promote the benefits and possibilities of arts study. "We’re not showcasing well enough how valuable the arts are," Andria Zafirakou points out. "We are on the brink of deskilling our students on a massive scale." Zafirakou, who won the 2018 Global Teacher award, teaches art and textiles at Alperton Community School in Brent. Her classrooms include some of the most disadvantaged and ethnically diverse children in the country. "I can see from the work I do in my school that the arts are a lifeline," she says. She is using her $1million winnings from the award to fund a charity, Artists in Residence, which will bring professional artists to lead workshops in schools in which more than 20% of students are on free school meals. For students unlikely to have arts professionals in their circles, the hope is that this can open a door into a world in which the arts are a viable career, as well as a source of personal development.

Beth Schneider, Head of Learning at the RA, similarly laments the dismissive tone towards the arts coming from the current government. Writing off creative subjects as "soft", she stresses, overlooks the fact that "to face a blank nothing and make something out of it involves a process of thinking and decision-making and evaluation: it’s an intellectual activity". The fundamental question, she asks, is "What do you want people to learn? Skills and competencies, but applied to what?"

As might be expected from an institution with pedagogy as part of its DNA, the RA has an extensive Learning Department . In addition to life-drawing workshops, it runs creative and networking sessions for art teachers, an A-level mentoring programme, school workshops, including those for special educational needs students , and exhibition tours on site. It has also recently launched the Young Artists’ Summer Show , inviting primary and secondary students to submit work for an exhibition at the Academy. Zarifakou sits on the judging panel for the 2019 inaugural edition.

Museum and gallery education departments cannot replace arts teachers, but are well placed to complement the classroom. AttRAct, a long-term further education project, brings together a group of A-level students from 25 state schools in north London boroughs for dedicated workshops, studio visits and careers advice sessions, pairing them with mentors within the RA Schools. Sitting outside of a formal assessment system, attRAct creates a platform for students at a critical juncture in their education to ask big questions about the (often opaque) machinations of the art world and how to make a future within it.

Accessibility is a word that comes up time and again when discussing arts education. The arts are a question not just of capital but of what Pierre Bourdieu called cultural capital: the knowledge, often unconsciously received, that allows you to walk, without thinking, into a museum or gallery because you understand its codes. Fostering this sense of belonging sits at the core of what Schneider and her colleagues do. "It’s about saying to students, 'You’re part of this larger art world and you have a place within it. An artist isn’t someone else – it’s you.'"

Amy Sherlock is Deputy Editor of Frieze . Bacc for the Future , the campaign to include creative arts subjects in the EBacc, is supported by the Royal Academy.

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How to Become an Art Teacher in the UK

Art Teacher

Becoming an Art Teacher in School

 There are several advantages to teaching art in school. For one thing, you'll be assured a regular salary, with a current entry level of£25,714-£32,157, depending where the post is (the high figure, of course, being for central London). For another, due to a national teacher shortage, positions aren't hard to come by.

 However, to teach art in a school, it's not good enough just to know your stuff. You'll need a qualification, both in art and in teaching, as well as a DSB (Disclosure and Barring Service) check, unless you're teaching in further education. The minimum qualifications are generally:

  • · Primary school — Bachelor Degree
  • · Secondary school — Master's Degree
  • · Further Education — Doctorate

Becoming a Private Art Tutor

 If you don't want to go into the formal education system, or if you want to carry on teaching after retirement, becoming a private art tutor is an alternative. Here, the route is easier, on the face of it. There's no requirement for a formal qualification, or even a DSB check (although this is highly recommended).

 However, this doesn't mean you'll be able to attract students if you can't demonstrate your skills. You'll need academic as well as practical knowledge in art , and you'll find it hard to establish yourself unless you can provide evidence of having reached an academic level in art of A-level or beyond.

Experience and Qualifications to Become an Art Tutor

Whether you want to prepare for a degree course or simply have a recognised qualification in art that will demonstrate your credentials to students, one option is to undertake a pre-degree course. The most prestigious of these include:

  • · University of the Arts London, where you'll take a Foundation and Preparation Course at either Camberwell College of Arts or Central St Martins
  • · Kings Education, where you'll take an Arts and Design Preparation Programme
  • · University of Huddersfield, where you'll take their International Foundation Year in Creative Arts

Specialist or General Art Teacher?

Art is a very broad subject, and it's likely that your skills will be in one or two areas (painting, sculpture, design, photography etc.) If you're going to teach art at a primary or secondary school, you'll probably be expected to cover a wide range of art . If you're going into further education, however, or planning to be a private tutor, it might be better to specialise. As a private art tutor , it would be a good idea to become known as an expert in a particular field (e.g. watercolour). This doesn't mean your students will be limited, though, since many will want to learn various skills. If you want to know more about becoming an art teacher or tutor, register with TutorExtra for access to all our resources.

The Tutors' Association

Access Art Sharing Visual Arts Inspiration

Art Education Networks

Pls find below details about art education networks in the uk and overseas. if you would like to let us know about an art education network in your area which has open access, please email us here. , please note: the networks below are not affiliated with accessart unless otherwise stated. .

North East Art Teacher/Educator Network

North East Art Teacher/Educator Network

@neatenart [email protected].

Primary Art Teacher Educator Regional Network

Primary Art Teacher Educator Regional Network

[email protected], bradford creative arts network.

Bradford Creative Arts Network

East of England

Fitzwilliam & accessart teachmeet.

Group for Schools in Cambridge & Cambridgeshire

Group for Schools in Cambridge & Cambridgeshire

[email protected].

Network of Anglian Art Teachers

Network of Anglian Art Teachers

@neaat3 [email protected], accessart artist educator network.

Group for Artist Educators

Group for Artist Educators

Art 4mat uk.

Art & Design Teachers in the Midlands

Art & Design Teachers in the Midlands

[email protected].

Staffordshire Teachers ARTS Network

Staffordshire Teachers ARTS Network

[email protected].

A NEW network for Warwickshire based Art Educators

A NEW network for Warwickshire based Art Educators

[email protected], [email protected].

South West Artist Teachers

South West Artist Teachers

[email protected].

Somerset Partnership Art Education Agency

Somerset Partnership Art Education Agency

[email protected]..

South East Art Educators Network

South East Art Educators Network

The National Gallery home

Teachers' CPD sessions

Continuing Professional Development (CPD)

Primary and Secondary school teachers

Gallery-based sessions

Continue your professional development with our interactive Gallery-based sessions, which:

  • Provide teaching strategies you can use to ignite imagination and boost engagement.
  • Raise your confidence in enabling students to look and respond critically and creatively.
  • Deepen your understanding of the power of paintings to promote learning.

Choose your theme

art teachers uk

We will tailor the session to meet your needs, focusing on at least one of the following themes:

  • Cross-curricular learning  – learn how to plan student-led investigations which start with a painting and make meaningful links right across the curriculum
  • Take One Picture (Primary School teachers only)   – an introduction to the current focus painting and ways to start your project in the classroom
  • Literacy  – use paintings as a creative context for stimulating writing and developing vocabulary
  • Sketchbook skills  – build confidence in using sketchbooks that record, review, and reflect; give context, boost vocabulary, and create connections
  • Multi-media – practical art activities and approaches that take inspiration from the National Gallery Collection
  • Visual analysis – use painting to support critical thinking; to evaluate, analyse, and interpret sources; explore what messages paintings put across and the methods the artists used; examine the historical environment particular works were made in and how they were viewed at the time.

How to book

Duration: Half day (3 hours) or Full day (5 hours) Cost: £375 half day; £700 full day. Free for trainee teachers

Group size: 25 maximum

We can also offer CPD sessions as online or outreach sessions.

Book: To discuss your requirements and to make a booking, contact us on 020 7747 5890 or email [email protected]

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Take One Picture CPD sessions

For primary school teachers.

Average Art Teacher Salary in United Kingdom

The average salary for an Art Teacher is £29,772 in 2024

Featured Content

What is the pay by experience level for art teachers .

An entry-level Art Teacher with less than 1 year experience can expect to earn an average total compensation (includes tips, bonus, and overtime pay) of £26,061 based on 9 salaries. An early career Art Teacher with 1-4 years of experience earns an average total compensation of £26,383 based on 31 salaries. A mid-career Art …Read more

What Do Art Teachers Do?

An art teacher works in a school environment, and the ages of students taught can vary from pre-school up to adults. A bachelor’s degree or higher in the arts is often required for this position, and extensive knowledge of art history and techniques is also necessary to teach a variety of topics to students. A portfolio may need to be shown to demonstrate personal ability, and a teaching certification must also be earned.

Art teachers may need to develop the curriculum of lessons to be taught, …Read more

  • Instruct students on technique and use of a variety of art equipment such as oils, watercolors, brushes, pens, pencils, canvases and papers.
  • Prepare and deliver lectures on subjects such as acting, art, and music.
  • Plan lessons that challenge and interest students, meet state learning requirements, and inspire further learning.

Common Health Benefits for a Art Teacher

Gender breakdown for art teachers.

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FAQs About Art Teachers

What is the highest pay for art teachers.

Our data indicates that the highest pay for an Art Teacher is £41k / year

What is the lowest pay for Art Teachers?

Our data indicates that the lowest pay for an Art Teacher is £23k / year

How can Art Teachers increase their salary?

Increasing your pay as an Art Teacher is possible in different ways. Change of employer: Consider a career move to a new employer that is willing to pay higher for your skills. Level of Education: Gaining advanced degrees may allow this role to increase their income potential and qualify for promotions. Managing Experience: If you are an Art Teacher that oversees more junior Art Teachers, this experience can increase the likelihood to earn more.

The Art Teacher

Art Lesson Ideas, Plans, Free Resources, Project Plans, and Schemes of Work. An 'outstanding' art teacher in Greater Manchester. Teaching KS3 and KS4 art and design.

The Formal Elements of Art

There are seven basic formal elements in art: Line, Shape and Form, Tone / Value, Texture, Colour, Space, Pattern. The formal elements are what artists consider and use when making their artworks, either explicitly or subtly. Understanding the formal elements of art is important and will help you interpret and analyse different artworks. Get art […]

Gwen John was a portrait artist from Wales, UK. John also painted animals, specifically cats, but was best known for her paintings of anonymous women and self-portraits. John moved to France and enjoyed a painting career which lasted 40 years, with her portraits gaining more recognition after she died. She is now recognised as one […]

Andrea Joseph

Andrea Joseph is an artist and illustrator from South Wales in the UK. Joseph explores a range of subjects in her artworks, from natural and organic forms, to architectural structures and buildings. As well as being a proficient biro artist, Joseph’s artwork often uses mixed-media layering and different mark-making techniques to celebrate textures and tones. […]

GCSE Artist Research Guide

Creating research about artists is a creative and exciting part of a GCSE course. It will allow you to discover new artworks and learn about how artists think and work. This GCSE artist research guide will help you find an appropriate artist, analyse their work and present your research to a GCSE standard. The purpose […]

KS3 Mini Art & Photography Project

This Art & Photography project is fairly simple and quick to teach, with effective photographic final pieces for students. It doesn’t require any complex understanding of photographic techniques (yay) and it was designed as a taster of GCSE Photography for my Year 9 (KS3) classes. Students created some brilliant, woven photograph pieces as their final […]

GCSE Art Project – Skills Training

This GCSE Art Project is the first I teach when students start in Year 10 (KS4). Essentially, I wanted to develop and enhance the range of skills that students have been taught at KS3, enabling them to master and improve in a way that was engaging yet simple to achieve. There are some ‘essential’ GCSE […]

Tom Mead is a British figurative and portrait artist based in London. He shot to fame when he was a finalist on Portrait Artist of the Year and is well known for his fragmented and fractured paintings showing people in various positions. Mead’s contemporary portrait paintings have been exhibited in art galleries across the UK. […]

James Mylne

James Mylne is a British artist renowned for his exceptional biro drawings. He creates his artwork using a range of biro pens, which allows him to produce an array of tones and textures. Mylne has developed a unique Pop Art style that captures the essence of his subjects with incredible realism, detail and precision. James […]

Oscar Ukonu

Oscar Ukonu is a Nigerian hyperrealist biro artist who has made a name for himself in the world of art with his incredibly detailed pen drawings that are often mistaken for photographs. His unique style of art is a result of his passion for capturing the intricate details of the human face and form. Oscar […]

Victoria Villasana

Victoria Villasana is a Mexican textile artist whose designs are inspired by her Mexican culture and heritage. She is a passionate advocate for the preservation of traditional Mexican textile art techniques and has exhibited her textile art works in various galleries around the world. Get art resources sent straight to your email: Victoria Villasana is […]

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  • Teacher Jobs

Teacher of Art

10 days remaining to apply, start date details.

September 2024

Closing date

3 March 2024 at 11:59pm

Date listed

21 February 2024

Job details

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Full-time equivalent salary, teacher of art job summary.

QEGSMAT are seeking to appoint an enthusiastic Teacher of Art teacher to join our hardworking and high achieving team at Chellaston Academy, QEGSMAT.

At Chellaston Academy, our vision is to ‘Inspire each other to realise our potential through Integrity, Care, and Excellence' . In September 2023 Chellaston Academy was rated as ‘GOOD’ by Ofsted. “The school’s ICE (integrity, care and excellence) values permeate the school’s work, and pupils also know that the high expectations that staff have help them to achieve academically and personally.” “The school has devised a curriculum that is both broad and ambitious, and there are high academic expectations of pupils.” In addition, “leaders have engaged staff well when making large-scale changes to improve the school. Staff feel that leaders are considerate of their workload and well-being. They are proud to work at this school.”

The Art department is a thriving department at Chellaston Academy, our ways of working ensure that our young people are at the heart of all decisions that we make; whilst we take academic achievement seriously, we also consider educating the whole person to be vitally important. This post will provide an excellent opportunity for an enthusiastic and innovative teacher of Art and Photography to join a committed team to teach across Key Stages 3, 4 and possibly 5. If you are invited for interview, you will be asked to bring with you some examples of work you have done with students and any of your own work that you might like to show us.

Chellaston Academy is a proud member of QEGSMAT. The Trust’s values are for students to ‘Question, Explore; Give; and Succeed’. Our exceptional staff, strong leadership, motivated children, as well as excellent facilities, provide the successful formula for this.

At QEGSMAT we believe and promote that exceptional workforce creates exceptional workforce creates exceptional results; they transform lives and transform futures. We support every pupil to achieve their full potential and become a confident, resilient, and compassionate individual who can make a positive contribution to society.

Why work for us?

  • At QEGSMAT, we value the hard work and dedication of our team members, and as such we believe that progression should be a simple process. That's why we are proud to offer an Automatic Pay Review program, rather than the traditional annual pay and performance review, as part of our comprehensive benefits package.
  • Continual access to CPD opportunities. QEGSMAT works with a large number of organisations to develop staff to fulfil their aspirations and potential. We are committed to providing first-rate training and development to all our staff within this evolving Trust.
  • We are committed to promoting equality, challenging discrimination, and developing community cohesion. We welcome applications from all sections of the community
  • All staff have access to our Employee Assistance Programme which provides confidential, independent and unbiased information and guidance 24/7. This can also include bespoke counselling sessions for staff if needed.
  • All roles are subject to nationally agreed terms and conditions of service.
  • Access to the Local Government Pension Scheme (LGPS) with employer contributions of 28.68% for Teachers.
  • Family-friendly policies
  • Access to Flu Vaccines
  • Opportunity to work flexibly

QEGSMAT is also committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. It is a criminal offence to engage or seek to engage in regulated activity or regulated work with children, if you appear on the DBS barred list.

All appointments are subject to an enhanced DBS check and be eligible to work in the UK.

Further information about our commitment to Safeguarding can be found: https://www.qegsmat.com/documents/safeguarding

Please be aware, the Trust may also consider performing an online presence check as part of their pre-employment checks.

If you are interested and wish to have an informal conversation to discuss the role or would like to visit the school, we would be happy to arrange this. Please call 01332 702 502. Further details about our school can be found on our website: www.chellaston.derby.sch.uk . 

Applying for the job

Using the application form.

This school accepts applications through their own website, where you may also find more information about this job.

About Chellaston Academy

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A screenshot from an AI-generated video of woolly mammoths.

Sora: OpenAI launches tool that instantly creates video from text

Model from ChatGPT maker ‘simulates physical world in motion’ up to a minute long based on users’ subject and style instructions

OpenAI revealed a tool on Thursday that can generate videos from text prompts.

The new model, nicknamed Sora after the Japanese word for “sky”, can produce realistic footage up to a minute long that adheres to a user’s instructions on both subject matter and style. According to a company blogpost, the model is also able to create a video based on a still image or extend existing footage with new material.

“We’re teaching AI to understand and simulate the physical world in motion, with the goal of training models that help people solve problems that require real-world interaction,” the blogpost reads.

One video included among several initial examples from the company was based on the prompt: “A movie trailer featuring the adventures of the 30-year-old space man wearing a red wool knitted motorcycle helmet, blue sky, salt desert, cinematic style, shot on 35mm film, vivid colors.”

The company announced it had opened access to Sora to a few researchers and video creators. The experts would “red team” the product – test it for susceptibility to skirt OpenAI’s terms of service, which prohibit “extreme violence, sexual content, hateful imagery, celebrity likeness, or the IP of others”, per the company’s blogpost. The company is only allowing limited access to researchers, visual artists and film-makers, though CEO Sam Altman responded to users’ prompts on Twitter after the announcement with video clips he said were made by Sora. The videos bear a watermark to show they were made by AI.

Introducing Sora, our text-to-video model. Sora can create videos of up to 60 seconds featuring highly detailed scenes, complex camera motion, and multiple characters with vibrant emotions. https://t.co/7j2JN27M3W Prompt: “Beautiful, snowy… pic.twitter.com/ruTEWn87vf — OpenAI (@OpenAI) February 15, 2024

The company debuted the still image generator Dall-E in 2021 and generative AI chatbot ChatGPT in November 2022, which quickly accrued 100 million users. Other AI companies have debuted video generation tools, though those models have only been able to produce a few seconds of footage that often bears little relation to their prompts. Google and Meta have said they are in the process of developing generative video tools, though they have not released them to the public. On Wednesday, it announced an experiment with adding deeper memory to ChatGPT so that it could remember more of its users’ chats.

https://t.co/uCuhUPv51N pic.twitter.com/nej4TIwgaP — Sam Altman (@sama) February 15, 2024

OpenAI did not disclose how much footage was used to train Sora or where the training videos may have originated, other than telling the New York Times that the corpus contained videos that were both publicly available and licensed from copyright owners. The company has been sued multiple times for alleged copyright infringement in the training of its generative AI tools, which digest gargantuan amounts of material scraped from the internet and imitate the images or text contained in those datasets.

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Clapham chemical attack: Police looking for Abdul Shokoor Ezedi find body

  • Published 1 day ago

CCTV image of Ezedi

A body has been found in the River Thames by officers searching for chemical attack suspect Abdul Shokoor Ezedi, the Met Police have said.

Officers began hunting for Ezedi, 35, after a woman and two girls were attacked in Clapham on 31 January.

He was last seen on CCTV leaning over London's Chelsea Bridge and was thought to have entered the water.

Police said distinctive clothing on the recovered body have led them to believe it is that of Ezedi.

Officers have not formally identified the body, however.

Commander Jon Savell said: "Based on the distinctive clothing he was wearing at the time of the attack and property found on his body, we strongly believe we have recovered the body of Ezedi.

"We have been in contact with his family to pass on the news."

The police chief added that visual identification had not been possible and that DNA testing and dental records would be needed.

"That may take some time," he said.

  • Ezedi arranged to meet victim before attack
  • Clapham attack suspect convicted of sex offence in 2018
  • What we know about Clapham attacker's movements

A marine policing unit had been conducting low tide searches and recovered the body on Monday at Tower Pier [close to Tower Bridge], he said.

Cdr Savell also confirmed that the woman attacked in Clapham remained in hospital but was now in a stable condition and no longer sedated.

"We have still not been able to speak to her but hope to as soon as she is well enough," he said.

Friends who are fundraising for the family said she had lost the sight in one eye and was desperate to be reunited with her two daughters, aged eight and three.

They said in a statement given to the PA news agency: "Mum's still in critical care and desperate to be reunited with her girls.

"We know mum's lost her sight in one eye, and we're praying that it returns fully in the other.

"Our friend is a phenomenal mum and the strongest, most independent person we know.

"She's already making so much progress and is determined to get out of hospital as quickly as possible."

The Met received 500 calls with information about Ezedi during the manhunt, which had a £20,000 reward in place for information leading to his arrest.

In a statement, Cdr Savell thanked those people: "The public support for our investigation was overwhelming and every piece of information provided was followed up."

Abandoned car in Lessar Avenue

Ezedi, from the Newcastle area, is alleged to have poured a strong alkali on his ex-partner, and injured her two young children on 31 January in Clapham.

His car was spotted in Newcastle shortly after midnight on that day but had travelled almost 300 miles (480km) to reach Tooting in south London at 06:30 GMT. It was then spotted in Croydon on the edge of the capital at 16:30.

Police say there is a "very strong indication" that Ezedi, who is believed to have travelled to the UK on a lorry from Afghanistan in 2016, had been in a relationship with the woman hurt in the attack and had arranged to meet her in London.

They say the breakdown of their relationship may have been his motive.

His car was spotted in Streatham, south London, at 19:00. Some 25 minutes later in Lessar Avenue, Clapham, the attack, which involved the use of a "very strong concentrated corrosive substance", took place inside the vehicle.

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