What was the initial inspiration behind Art In Schools?
I took the opportunity to do something I had wanted to for a long time during the pandemic lockdown—I enrolled in an Art and Business course at Sotheby’s Institute. Under the guidance of Jeffrey Boloten, I gained valuable insights, but two lessons stood out in particular. One, the cultural sector is desperate to attract diverse groups – especially young people – into museums and culture. Two, art education in state schools has been decimated. I had an idea which turned into a group assignment for the course: Art In Schools, taking the museum to the kids using broadcast technology and artTech. The team contributed various elements to a successful assignment, but I was the one in a position to actually implement the business plan. And I am at the stage of my career where I want to give something back.
How did the Art and Business course at Sotheby’s Institute equip you with the skills and knowledge to turn your final project into a fully realized initiative?
As an entrepreneur, I knew the business side of things and was familiar with schools. What I learned at Sotheby’s Institute was the ecosystem of the commercial art and museum worlds and some of the important figures whom I was later able to approach with confidence. As for ‘fully realized’, we have a way to go. In three years, we intend to build out to 1,000 schools and reach 1 million students every day. This is by far the largest and most continuous art education project.
In what ways did your experience on the Art Business course equip you with the insights to adapt to the evolving landscape of digital art and its role in education?
During the course, Beeple was auctioned for a ton of crypto and we spoke about that. Then I realised that digital art is perfect for students in UK secondary schools. Digital natives, right? We can broadcast art videos on our big screens; the kids love the edgy stuff; and they are inspired to make their own digital art using their design technology in class and even home – and see the results on the big screen. Then there’s the trends in artTech and immersive installations. The timing is fortuitous.
The inclusion of works like Maurizio Cattelan's Comedian (2019), selected by artists Damien Hirst and Cornelia Parker, brings a unique perspective to the digital project. How do you believe this exposure shapes students' perceptions of contemporary art?
Many of the artists’ selections were works that inspired them to pursue an art career. Now it’s the next generation that deserves inspiration. As for the rogue banana Comedian, well the more outrage, the better. Why? Because it means the kids are looking. And all engagement with art begins with looking. It also teaches them that the world of art is much broader than they think.
How do you think digital initiatives like Art In Schools can reshape the way art is taught and experienced in classrooms?
We display stunning art every day on hi-res screens in the heart of the school. This boosts the prestige of art both as a school subject and as a part of everyday life. We also display fantastic art from students, which inspires other students to make their own. Art teachers love it!
What advice would you give to someone looking to combine their passion for art with entrepreneurship?
Do it for love, not money.
What advice or tips would you give to Sotheby’s Institute applicants?
Work hard, take lots of notes, make the right kind of friends.