Click the link to view the full version: WASCZ | Eight Years of Growth, Oxford Fine Art Offer Secured
University of Oxford
The University of Oxford is widely recognised as one of the world’s leading academic institutions. In the 2026 QS World University Rankings, it is ranked 4th globally, and placed 1st in the Times Higher Education World University Rankings, consistently representing the highest standard of global higher education. This year, WASCZ has once again secured an Oxford offer: Lucy Zhang has successfully received an offer to study Fine Art at the University of Oxford, becoming another WASCZ student to realise their Oxford dream after Gary Gu (Materials Science, 2022) and Michael Slotema (Economics and Management, 2024).
Lucy Zhang, Dove House
Offer Received – Fine Art
University of Oxford
University of Edinburgh
Rhode Island School of Design
Pratt Institute
University of California, Irvine
A Level Results
Maths A*, Art A*, Chinese A*
The piece she considers most successful in her portfolio is titled1+1≠2. “The inspiration came from the process of cooking,” she explains. “The completion of a dish is not merely the sum of its ingredients, but also shaped by intangible factors such as time and heat.” In her view, many outcomes are determined by variables that cannot be directly seen.
In another work exploring “existence and memory”, she uses rubbings to transfer the outlines of furniture onto Xuan paper. “It becomes a field where a three-dimensional object exists in form, yet the physical entity is absent,” Lucy writes in her accompanying statement, using this approach to reflect on the philosophical tension between presence and absence.
Where do such thought-provoking ideas come from? To answer this, we return to her artistic beginnings, and explore how, over eight years at WASCZ, Lucy has used brush, paint, and boundless imagination to realise her journey towards the University of Oxford.
01 Her Artistic Journey: “Painting My Heart with My Hands”
Lucy’s artistic journey began in childhood. What first drew her to drawing was the pure joy of creation itself. “Even when I had to repeatedly undo and start over, I never found it painful,” she says with a smile. On the contrary, this continuous process of trial and reconstruction gradually led her to understand how art could become a medium for expressing reflections on the self and an inner universe of thought.
During her IGCSE and A Level studies, Lucy chose Fine Art and Maths as her core subjects, formally developing a structured creative methodology under the guidance of her teachers. “Our teachers would start with a single idea, encourage divergent thinking, guide us in collecting visual references, researching and exploring artists we were interested in, and then lead us towards independent creation,” she recalls. This framework ran throughout her studies and became a foundational structure for her later artistic practice.
“I am very grateful to the Art Department teachers for their tremendous support,” Lucy says. When she lacked inspiration, teachers would introduce relevant artists as entry points; during the creative process, they would refine her technical approach while still encouraging her to extend her ideas freely. This balance between clear direction and creative autonomy allowed her to develop professional grounding while maintaining the freedom to experiment boldly.
From Lucy’s perspective, maths is not separate from art. Concepts such as the golden ratio and structural relationships provided her with an additional layer of inspiration. “Artistic creation is inherently interdisciplinary—you can draw inspiration from any subject,” she reflects.
Across all her works, “self-expression” remains her central theme.
“All my work is based on my own perspective, because I have only ever been myself. But once a piece is placed in front of an audience, everyone is free to interpret it in their own way—and those different interpretations become part of the artwork itself. Of course, when people happen to share the same interpretation, that coincidence is also fascinating.”
02 From Concept to Practice: Expanding the Boundaries of Art
Lucy was deeply inspired by artist Francis Alÿs, who once pushed a large block of ice through the streets until it completely melted. To her, such experimental performance art “may appear minimal, even without practical purpose, yet it provokes reflection on the very notion of ‘meaning’ itself.”
This initial inspiration gradually took root in the rich artistic environment at WASCZ, evolving into tangible creative practice. Lucy joined an experimental art club at school, where teachers guided students to explore artistic expression through the body and introduced a range of experimental stage works. These seemingly unconventional experiences challenged her assumptions about artistic media and encouraged her to explore more open-ended and experimental forms of expression.
The Art Department at WASCZ also regularly organised visits to exhibitions, from the Museum of Art Pudong in Shanghai to a solo exhibition by Marina Abramović. Lucy engaged in open discussions with her teachers, absorbing diverse perspectives and integrating them into her own creative practice. From WAS cultural festivals and online exhibitions to the annual End of Year Exhibition, she repeatedly presented her work to public audiences, gaining first-hand experience of the full cycle of exhibition preparation and presentation—an experience that gradually built her confidence and readiness for higher-level artistic practice. These seemingly small yet consistent accumulations ultimately became a crucial foundation for her journey towards Oxford.
Prior to finalising her university choices, Lucy conducted extensive research. She discovered that University of Oxford’s Fine Art programme differs from many other art schools, placing strong emphasis on conceptual thinking and experimental expression—an approach closely aligned with her own practice. At her Oxford interview, she performed with composure and confidence. Her extensive creative experience, combined with one-to-one mock interviews arranged by her university counsellor, enabled her to articulate her ideas clearly and engage in fluent academic dialogue with the interviewers.
“For students applying to art programmes, it is not enough to communicate through the portfolio alone. You also need to express who you are, and convey your passion and perspective on art and your chosen discipline through your personal statement and interview,” Lucy reflects. This is the insight she has drawn from her application journey—and one she has successfully embodied.
03 Growth, Constantly in Motion
When Lucy joined WASCZ in Grade 5 after transferring from a public school, the fully English-speaking environment was initially a significant adjustment. Yet after a short period, she was surprised to find herself “naturally integrating into it.” “We had to speak English every day, whether with teachers or classmates, and that really strengthened my speaking and listening skills,” she recalls. At the time, her primary school form tutor also assigned writing and spelling exercises, which accelerated her language development. This organically developed linguistic confidence became the starting point for her willingness to explore new experiences at WASCZ.
“What attracted me most to WASCZ is that it doesn’t only focus on academic results, but also on students’ holistic development, such as sports and the arts.” Everything felt new and full of possibility. Having learned piano from an early age, Lucy met a piano teacher at WASCZ who became both mentor and guide, helping her realise that music could also serve as a language for emotional expression. Meanwhile, sports such as football, hockey, and netball—activities she had never experienced before—introduced her to the joy of teamwork and the intensity of competitive spirit.
Her eight years in boarding life also taught her how to build friendships with strangers, and how to organise her time and manage her daily life. “I have been here for a long time, and although I can no longer pinpoint every small turning point in detail, I feel that this growth has been continuous—I become slightly better each year,” Lucy reflects.
Looking back, she finds it impossible to single out one teacher she is most grateful to. “Every teacher supported me at different stages of my journey,” she says. Her lower school form tutor helped her adapt to a fully English-medium environment; subject teachers in upper school patiently answered her countless questions; her Housemistress cared for her daily wellbeing; and her university counsellor provided consistent guidance and application support. These layers of care and encouragement are deeply embedded in the fabric of her long and formative years at WASCZ.
As Vincent Van Gogh once said, “What would life be if we had no courage to attempt anything?” Through eight years of growth, Lucy offers her own answer: the act of trying itself is meaning. She does not seek to define a rigid or linear career path, but instead hopes to experience and explore a wider range of possibilities at university.
It is precisely this courage to embrace uncertainty that reflects the essence of WASCZ’s holistic education. May she continue to be courageous, curious, and always moving forward along a path illuminated by possibility.
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