Live Resource: Learning from the Peripheral Behaviours of Artists
Multi-platform, process-driven project comprising a series of performance events and texts, which systematically document and analyse traits and habits defining the production of artists’ work in the physical, digital and psychological realm of the studio.
- Submitting institution
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Kingston University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 32-01-1668
- Type
- T - Other
- DOI
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- Location
- blip blip blip, East Street Arts, Patrick Studios, St. Mary's Lane, Leeds, U.K.
- Brief description of type
- Multi-platform process-driven project comprising a series of performance events and texts.
- Open access status
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- Month
- July
- Year
- 2014
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This multi-platform process-driven project comprises a series of performance events and texts jointly conceived and co-authored by artist-researchers Jo Addison and Natasha Kidd. Between 2014 and 2019, five participatory performances were commissioned by Tate and Freelands Foundation, both in London, and blip blip blip, Leeds: Noticer (2014) and the four-part Inventory of Behaviours (2017–19). These events were the first to systematically document and analyse through performance the rituals, traits and habits that define the production of artists’ work in the physical, digital and psychological realm of the studio. Addison and Kidd expanded on the events’ research questions, methods and findings in two co-authored book chapters (2017 and 2020).
The research was based on an iterative methodology, where each component informed the content and methods adopted in the next. The methodology, which incorporated teaching and learning strategies from gallery and higher education contexts, also constituted part of the finished output. It was supported by site visits; a literature review undertaken by Addison and Kidd that included texts on participatory art and collaborative practices; art practice as research; contemporary performance and live art; art and design pedagogies; and, finally, theoretical analyses and case studies of museum learning and outreach programmes. Through the project’s multiple components, Addison and Kidd were able to reveal not only how artists’ peripheral activities, behaviours and habits have been systematically ignored by scholarship, but also their pedagogical value, which may be explored and communicated through a combination of embodiment (participation), dialogue (seminars) and text (essays). Addison and Kidd have disseminated the project’s findings through conference papers, talks and seminars at the Royal Geographical Society, London, the National Association for Fine Art Education (NAFAE), and University of the Arts London, amongst others, as well as through a short film commissioned by the Tate Research Centre: Learning (2017).
- Author contribution statement
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- Non-English
- No
- English abstract
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