Abstract
Artistic and educational possibilities abound when institutions open their doors to local artists and allow them to work within their confines. The following case study articulates how the often unrecorded and unseen discourse between cultural workers leads to a deeper understanding and application of strategies that encourage effective collaboration. Made possible through my year-long appointment as an artist-in-residence at a contemporary art museum in the Mountain West region of the United States, each example demonstrates how the relational exchange of knowledge between museum practitioners, artists, and the public result in new possibilities for community-engaged art education.
Presenters
Joshua GrahamAssistant Professor, Department of Art & Art History, University of Utah, Utah, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—-Art for Sustenance
KEYWORDS
Conceptual art, Community-based art education, Relational knowledge, Museum pedagogy
