Why Art History Matters for Teenagers

Written by Matthew Abbott
Headteacher, Waddesdon CE School

During adolescence young people embark on the most remarkable and transformative journeys, both emotionally and intellectually.  We know that their brains grow critically and analytically between the ages of 12 and 24, and we know that emotional self-knowledge deepens and develops during this time.

Consciously and unconsciously, teenagers repeatedly (and necessarily) question their place in the world, their relationship with family, friends and wider society, embracing, rejecting and re-creating their sense of self.  

Art can be a catalyst for these changes, as well as a sympathetic mirror; it can also evoke emotions and stimulate thought.  As a discipline, Art History provides a structure to enable these responses.  Taught well, it starts where the viewer sits and draws them into the work; it does not patronise, but empowers and – ultimately – it gives voice to the young person and (perhaps unwittingly) enriches the exploration of their adolescent self.

Our recent work with Art History Link-Up has provided our students with the chance to engage with the magnificent collection at Waddesdon Manor and, through the excellent teaching provided by the team, to respond creatively, thoughtfully and authentically to works of art, sculpture and furniture.  In a series of sessions, taught in school and at the Manor, the students have been able to explore the work and its meaning to them.  It has provoked curiosity, creativity and provided a link between the riches of the past with the personal present of these young people.

Far from the unfair reputation that Art History is an elitist or exclusive pastime, by working with Rose Aidin and her team, our students have been invited not only to become familiar with the “art-on-their-doorstep” which they may never have previously felt ‘entitled’ to view (let alone comment on), but also, through empowering their creative responses, to a deep sense of exploration, ownership and entitlement.

With many thanks to the Rothschild Foundation for affording these opportunities, to Rose Aidin, and her magnificent team, and the students who engaged.