Participatory design of an art space in schools

Abstract

This article examines the challenge of insufficient student engagement in shaping the educational environment through participatory design methodologies. Using the establishment of an art centre at School No. 2070 as a case study, it delineates the stages of the collaborative process involving children, educators, and parents, while analysing key outcomes including enhanced student motivation, spatial personalization, and development of social competencies. The study investigates the application of participatory design in organizing supplementary art education, as demonstrated through the ‘How to Become a Designer’ club and the ‘Stickers on the Walls’ project. This approach enables students to recognize the value of their contribution, personalize educational spaces, and cultivate their creative potential. The development of innovative workshops and creative hubs for extracurricular activities within schools addresses infrastructure limitations in contemporary supplementary education for youth. These dedicated spaces facilitate handson, practical learning components within the supplementary education framework. In such art studios, students transition from passive observation to active engagement, both individually and collaboratively. Establishing these creative spaces enables students to explore professional pathways within the supplementary education domain. The study emphasizes the crucial involvement of students, educators, parents, and community members throughout both the participatory design process and its implementation. Notably, involving children in school transformation initiatives has fostered their sense of belonging, strengthened self-confidence, and enhanced their recognition of personal agency within school ecosystems. The article further establishes the theoretical foundations of participatory design, educational environments, and aesthetic education that underpin these practical outcomes.