Having worked in (primary, special and secondary) schools across London and the SE, I entered HE. I first worked within ITE at the University of Greenwich and since 2010 at Canterbury Christ Church University.
My subject discipline is in art and design and this has been central to my teaching career and more recently at undergraduate, postgraduate and doctoral levels. I am very involved with two organisations: in the UK, the National Society for Education in Art and Design (NSEAD) and the International Society for Education through Art (InSEA). I hold senior roles in both as well being part of the editorial teams for their journals and other publications.
I am particularly interested in art education, leadership and governance and partnership work – with schools, cultural organisations and others involved in developing deeper learning opportunities.
Research and knowledge exchange
I have been involved in a number of local, national and international projects, including:
2015 INSPIRE project (evaluation) KCC £2.1k
2015 Art and Design in Schools KAT £1.4k
2014 Embedding the new National Curriculum HEIF £10k
2014 Portfolio art competition, exhibition and awards CCCU £1.5k
2014 PageTurner art competition CCCU £1.5k
2014 Preparing for the new National Curriculum CCCU £15k
2013 Teacher Identity in Europe: Intensive Programme (IP) EU funded IP
2012 Kent Art Teachers Artswork £2.5k
2012 Kent Art Teachers Royal Opera
2012 Art of Celebration (Jubliees’ Art Event) CCCU £1k
2011 Evaluation of Youth Navigator Project Turner Contemporary
2010 Art @ MUSE: Intensive Programme (IP) EU funded IP
2010 Art @ MUSE: Intensive Programme (IP) EU funded IP
2009 Art @ MUSE: Intensive Programme (IP) EU funded IP
2008 Tales of an Unknown Town: Intensive Programme (IP) EU funded IP
2007-8 Higher Education and ART and Schools (HEARTS) Esmee Fairburn
2005-8 Children as Researchers in Primary Schools in Europe (CARIPSIE)
As Faculty Director of Partnership-led Action Research and Development I promote and deliver a range of activities with schools and other settings, including several communities of practice exploring improvement possibilities through action research projects. Currently, these involve groups of professionals – teachers and TAs - and those involved in governance and leadership roles. This work might involve working with individuals, whole schools, groups or across a Diocese or Local Authority.
Since 2014 I have supervised PhD and EdD research students exploring ‘authentic learning’ and the value of art education in schools.
In 2015 I became involved in a national DfE funded research project on character education working with the Church of England based on the What if learning project.
Teaching and subject expertise
I originally trained in ceramics but have experienced and taught all forms of visual art. I am interested in the support and development of leadership within the subject domain and have invested in various activities to support this. A local example is in co-founding the Kent Art Teachers’ network which facilitates teachers (and others) working across Kent and Medway.
I have written journal and magazine articles and contributed to a number of publications (see below). I am committed to partnership work and have built and maintained this with regional organisations (eg the Bridging organisations linked to Arts Council England, Royal Opera House Bridge and Artswork) and am involved with a number of local galleries, museums and cultural organisations. I chair the Learning and Visitor Experience Advisory Group at Turner Contemporary, Margate.
In 2014 I was elected a World Councillor for InSEA – being one of three representing the European Region. This links the global art education community to the national societies and organisations.
In 2016 I became President-Elect of NSEAD (becoming President for the following two years and Past President for the next).
Since 2013 I have chaired the DfE’s Expert Subject Advisory Group (ESAG) for art and design. These groups have advised DfE and the Secretary of State for Education over the content, manner of introduction and problematic issues of the revised National Curriculum. (At present, negotiations are exploring the absorption of the subject ESAGs as Subject Boards of the Royal College of Teaching.)
I regularly speak at events in the UK, Europe and beyond. Recent examples include:
United States Society for Education through Art (USSEA) New York July 2015 From London to Rio: Cultural Olympiad and the INSPIRE project
PORTFOLIO: more than just an art competition?
Expert Subject Advisory Group for Art and Design: a progress report
International Journal of Education (iJADE) Conference, Tate Liverpool November 2014 The leadership of art: a solitary or communal activity?
Keynote Creative Connections UK Conference, University of Roehampton, October 2014 Art and Design: issues in creativity
International Society of Education through Art (InSEA) World Congress, Melbourne, Australia July 2014 Art Leadership in the Primary School: the English experience
I am a Chair of Governors of a Voluntary Aided Federation of schools, and also designated a ‘Federation Champion’ by the National Governors’ Association (NGA). The National College for Teaching and Leadership has designated me a National Leader of Governance (NLG) and I am also Vice Chair of the Kent and Medway NLG group. NCTL appointed me as a NLG Advocate and I coordinate the NLG support available across a number of LA areas, working with the Regional Schools’ Commissioner and Teaching Schools’ Council. (For the Advocate role, NCTL pays CCCU for my time – currently approximately 30 days per year.)
Publications and research outputs
Gregory, P. (ed) (2016c) IMAG 3 Visual Education Lisbon: InSEA
Howells, K. and Gregory, P. (2016b) ‘Data Analysis’ in Austin, R. (ed) Researching Primary Education London: SAGE
Strauss, D. and Gregory, P. (2016a) ‘Creativity: thinking and innovation for learning and teaching’ in Ritchie C. (ed) Understanding Children’s Learning: A Text for Teaching Assistants. London: Routledge.
Gregory, P. (2015b) 'The leadership of art in schools: learning from the UK' Proceedings of Society for Art Education of Korea 2015 International Conference SAEK
Gregory, P., (2015a) ‘How can seeing, knowing and believing impact on learning in art and design?’ in Sangster, M. (ed) Challenging Perceptions in Primary Education London: Bloomsbury
Gregory, P. (2014e) An investigation into the contribution made by primary art coordinators to the development of the teaching of art: the evolution of identities, understanding and practice. EdD Thesis, UoG
Gregory, P. (ed.) (2014d) Tales of Art and Curiosity: proceedings of the InSEA European Regional Congress Canterbury Christ Church University
Gregory, P., (2014c) ‘Art and Design’ in Alexander, R. (ed) Primary Curriculum 2014 Harlow: Pearson Education
Gregory, P. (2014a) Preparing to implement the National Curriculum: Carpe diem? AD: The National Society for Education in Art and Design Magazine Spring 2014 Issue 9 p8-9
Bowden, J., Ogier, S. and Gregory, P. (2013) The Art Subject Leader’s Handbook London: Belair
Gregory, P, (2012c) ‘Should Children be Learning to Make Art or Learning Through Art?’ in Sangster, M. (ed) Developing Teacher Expertise: Exploring key issues in primary practice Continuum
Gregory, P. (2012b) The Art of the Impossible? A Case Study and Reflections on the Experience of Art in a Rural Kenyan Primary School The International Journal of Art and Design Education 31(3) pp265-275
Gregory, P. (2012a) Recognising subject leaders of art in primary schools? Journal of the European Teacher Education Network (JETEN) Vol 7 pp62-74