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Abstract
This case study explores the way that school art in England remains a marginalised subject at secondary level, despite the expansion of art-based career opportunities. A recent government document evaluating art, craft and design education highlights the potential role of head teachers in raising an art department’s profile. The current study found that school management having low expectations of the art department, together with the unimportance attached to art by parents, contribute to the continued undermining of the subject. It is proposed that leadership has a part to play in expecting the art curriculum to include effective differentiation in order to improve subject esteem and attainment without alienating less engaged students. In particular, individualised learning can ensure that academic drawing skills are taught where appropriate, enabling access to vocational degree courses.
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