Shared learning- peer to peer, common

Affiliation: University of Leicester

Abstract:Nowadays, the art institution has become a place for knowledge sharing and learning due to its discursive public programme. It promotes the creation of pedagogical spaces between audience, staff, artists and speakers. Yet, there is a big distinction between the position that the audience, the speaker, the artist or the curator have regarding their involvement on the making and delivery of such programme. In fact, the audience usually occupies a passive position in this process, limiting its participation to the Q&A section at the end of the events. ‘I do not think these spaces are particularly effective in creating discussion and generating discussion. (...) we come here and then we just reproduce what we might expect of people. It is a performance’ (Interviewee, 2018, October, 17).

Drawing on my observations at two different art institutions in Nottingham (UK), this presentation will look at the differences on public engagement depending on the position that the audience held. More specifically, what happens when the audience become the speaker and the leading figure in an event.

Bio:Second year PhD student in Museums Studies at the University of Leicester. Her interests are in public participation, participatory approaches and self-organisation discourse in the art institution. Previously, she has studied the influence that architecture has on public engagement, specifically at MASP (Brazil) and Tate Modern (UK). Her current research looks at how non-collecting institutions use discursive programming in order to sustain an active and critically engaged public sphere.