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The University of Southampton
Winchester School of Art

Our approach

Studying with us maximises your individual potential and career opportunities. We provide a student-centred, research-led, learning experience appropriate to the needs and demands of professional practice in the international creative industries

Graphic Arts studio
Self directed study

We aim to nurture confident learners who think creatively. In addition to subject specific and generic knowledge and understanding of an art or design discipline, our graduates will develop:

• Intellectual skills such as the ability to form ideas, apply analysis and make informed decisions
• Critical abilities that enable the skills of evaluation and selection
• Key communication and team working skills that are desirable for employment
• The ability to reflect on their own learning
• Confidence in the use of electronic and communication technologies

Group work is an intrinsic part of our learning experience - from year 1 where we provide a substantial support network for students to engage with peer group learning, to year 3 at which students encounter embedded learning and teaching strategies which enable them to constructively critique the work of themselves and others.

Independent research also forms a large part of our students' work through independent study time, which increases between years 1 and 3. This is designed to encourage vital skills in time and project management, working to deadlines and visual and verbal presentation, which give a head-start in the employment market.

Photo of Jennifer Jarman
Winchester School of Art provides the ideal environment for creative risk-taking, with plenty of opportunities for students to get involved in shaping the learning experience and setting in motion their own initiatives.
Jennifer JarmanBA Fine Art, 2006 - 2009

Significant and ongoing investment is the key to our ambition to have the latest cutting-edge facilities and resources to meet industry standards and provide the best support to all our students.

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