In preparation for our session on February 12th, we completed pre-selected readings, one of which was How Art Became a Force at Davos by Carole Becker (2019). The reading reflects on Becker’s experience at the Davos conference after being appointed Dean of Columbia University’s School of the Arts. She noticed the absence of creative practitioners in discussions on pressing societal issues. In response, she made a concerted effort to invite a diverse range of creatives—from writers to cartoonists and musicians—to engage with topics such as climate change, gender discrimination, and disability inclusion, among others. Becker provides specific examples of these collaborations.
This reading immediately reminded me of a discussion we had in week 1 of the PG-Cert, where we used a timeline of global events and connected them to education. The point was that societal changes inevitably impact education, which, in turn, profoundly influences creative output—whether in film, visual arts, or fashion. Artists have always used their work to challenge societal views and inspire change, so it raises the question: why should creative practitioners be excluded from important discussions on critical global issues?
In our workshop, we frequently welcome students with exciting and innovative ideas, many of whom collaborate on industry-based projects. These projects are often initiated by companies seeking to work specifically with arts students. One of the most pressing concerns we’re facing is climate change, and this is clearly reflected in the work being done within our workshop. Students are making a conscious effort to adopt more sustainable practices, paying close attention to the materials they use. They take a holistic approach, considering the lifecycle of textiles, the carbon footprint of the materials, and minimizing waste. Given that the fashion industry is one of the major contributors to environmental degradation, it’s crucial that makers and manufacturers are equipped with the knowledge and skills to tackle these global challenges, which wouldn’t happen without arts education.
Furthermore, the reading highlights the ongoing marginalization of the arts, with funding cuts and reduced education opportunities at all levels. Another article writes findings on The Arts in Schools supports Becker’s view, and writes findings on why arts education is essential to building a humane society (Tambling & Bacon, 2023), supporting students with tools to areas such as wellbeing and social cohesion.
Creative disciplines are often dismissed as unnecessary in society, yet reports like Becker’s challenge this view, demonstrating the significant role the arts play in addressing societal concerns.
Reference:
Becker, C. (2019). How art became a force at Davos. [online] World Economic Forum. Available at: https://www.weforum.org/stories/2019/02/how-art-became-a-force-at-davos/ [Accessed 19 Feb. 2025].
Tambling, P., & Bacon, S. 2023. Arts in schools. Foundations for the future. Purposes, principles and practice. Available at: https://www.anewdirection.org.uk/the-arts-in-schools#downloadthereport [Accessed 19 February 2025].