In this research, I explore the potential of a material‐led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre‐GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non‐human. Through the implementation of a project titled ‘To Play,’ which utilises paper as a primary pedagogical tool, I engaged Year 9 Art and Design students. Qualitative data collected over a six‐week period underpins the analysis, with a particular emphasis on understanding students' experiences with material‐led processes. The findings highlight the potential of material‐led pedagogies to empower students and challenge anthropocentric perspectives, offering valuable insights for enhancing pre‐GCSE art education and harnessing the educational potential of materials. This study contributes to the ongoing discourse in art education by emphasising the importance of embodied, experiential learning approaches that prioritise creativity, exploration and critical engagement with the world around us.

中文翻译：

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纸张的教育力量


在这项研究中，我探索了以材料为主导、具身教学方法的潜力，以培养不同的思维模式、知识和成为 GCSE 预科课程。根据我作为艺术家和教育家的经验，我承认认识到所有形式物质（无论是人类还是非人类）的能动性所固有的变革力量。通过实施一个名为“To Play”的项目，该项目以纸张为主要教学工具，我吸引了 9 年级艺术与设计专业的学生。在六周内收集的定性数据为分析奠定了基础，特别强调了解学生对材料主导过程的体验。研究结果强调了以材料为主导的教学法在赋予学生权力和挑战人类中心主义观点方面的潜力，为加强 GCSE 前艺术教育和利用材料的教育潜力提供了有价值的见解。本研究通过强调具身体验式学习方法的重要性，优先考虑创造力、探索和与我们周围世界的批判性参与，为艺术教育中正在进行的讨论做出了贡献。