Why make a case for the artist facilitator?

Thomas, Judy (2014) Why make a case for the artist facilitator? Doctoral thesis, Northumbria University.

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Abstract

Socially orientated processes present challenges of relationships, authorship, responsibility, multiple points of view and experience. They involve different understandings, personalities and behaviour. In the context of gallery-based learning, this research suggests the most effective approaches for making or engaging with art requires some form of facilitation. Best practice draws on skills and attributes to unlock the potential of participants. The process is active, experiential and one that scaffolds learning. When effective, the situation becomes a two-way process.

Using case studies and personal insights to inform understanding, the research explores the practice of artists who engage with contemporary art from the perspective of the artist, rather than participants. The term ‘artist facilitator’ has been used to define an artist when their role requires them to be facilitator, educator or enabler. Whilst the artist facilitator is not a teacher, the roles are closely aligned. Like any good facilitator (or teacher) the artist facilitator acts as mediator, mentor and catalyst. Studying this role has sought to gain critical understanding of the particular qualities presented by the artist and identify models of good practice, in order to determine what skills and attitudes are required for creative practitioners working collaboratively within participatory settings. Through defining the term, a case is made for the unique nature of creative learning that practicing artists can provide to non – artist audiences.

To articulate practice the researcher proposes a paradigm that recognises time and space as influential factors and determinants of artistic practice. Sociolinguistic enquiry has led to the recognition that a community can be constructed through social networks. The relationships between individuals within these groupings can influence interaction, perceptions and impact upon pedagogy.

The research contributes to a wider body of work, and discourse that has international significance, through the PHF ArtWorks initiative, the Artist Teacher Scheme, and InSEA.

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