Jayne Lloyd is an artist and researcher with 15 years’ experience of delivering creative projects in a range of health and social care, education and community settings. Her arts-based research explores the role of arts with people living with dementia, the role of artist-researchers and the intersection between art made for exhibition and inclusive arts practices.
Jayne Lloyd is an artist and researcher working across drawing, sculpture and performance. She has a particular interest in inclusive and collaborative projects and arts in health and social care contexts.
Her main research interests are in inclusive arts with a focus on dementia, health and social care environments, the role of arts-based research and the intersection between inclusive arts and art made for exhibition.
She regularly exhibits and completes residencies and site-specific commissions nationally and internationally. Recent exhibitions include My Blue China at Fondation d’entreprise Bernardaud, Limoges (2015) and The Musée Ariana (2016). In 2013 she was selected for a residency at the 501 Artspace, Chongqing, and has previously completed residencies in spaces as diverse as day centres for people with complex learning difficulties, an empty office block and a furniture warehouse.
She has a practice-based PhD in participatory arts and 15 years’ experience of delivering creative projects in a range of health and social care, education and community settings. Recently she has delivered arts workshops at the John Soane’s Museum, Nottingham University and Bow Arts studios in Wapping. Outside her role at the University of Brighton she works as a Research and Evaluation Associate with Paintings in Hospitals, a charity that exhibits art in health and social care sites.
I enjoy teaching in a range of settings and working responsively to both the environment and the students. My inclusive arts practice has given me the opportunity to practice in diverse settings and with a wide range of participants from care home residents living with dementia, young people not in mainstream education whose living room has become their classroom, groups of BA students in China who I communicated with through an interpreter to a group of university lecturers from around the world who had come together to learn how to use drawing in their research.
I take an inclusive approach to my teaching practice and believe that all forms of knowledge are important and valid. This does not mean that anything goes or that I do not have high expectations of learners and the quality of their work. It does mean that I acknowledge that I nearly always learn from my students and never underestimate the range and types of knowledge they hold. Recently, for example, a care home resident with dementia who could not remember my name taught me how to cook ackee and saltfish and a seven year old who struggled to write the date taught me about the Kuiper belt.
I have found engaging with theory is an important way of informing and developing my research and arts practice. As an artist who makes things, however, I also understand the importance of learning through doing, through testing out and working with materials. In my teaching, therefore, I take the lead from my arts-based research and entwine practice and theory throughout my lessons.