The Metacademy: The Artist Thinker

This is the research I developed in and after my Masters degree in Fine Art at Sheffield Hallam University. The investigation created a model whose aim is to empower the artist through radical conversations about the often unspoken connections between the institutions involved in the art world (museum, government, media, art school). The Metacademy has been cited in publications such as the book Creating Cultural Capital (1), the journal Acta Academiae Artium Vilnensis (2), and features in Art Monthly magazine (3). The model draws from Nicolas Bourriaud’s Relational Aesthetics and Institutional Critique concepts from authors such as Andrea Fraser. This Art Education project also informed the module Dialogue (4), a teaching module for BA Fine Art students that I implemented in 2009 and have delivered since with artist Hester Reeve. The pilot was funded by The Centre for Excellence in Teaching and Learning, Sheffield Hallam University.

1.  Kuhlke, O., Schramme, A., Kooyman, R. Creating Cultural Capital: Cultural Entrepreneurship in Theory, Pedagogy and Practice. Ed. Eburon Academic. Pub. Netherlands. Series Pioneering Minds Worldwide. (2015).

Creating cultural capital


2.  Lubytė Elona,  The Context for the Artist, UNESCO Cooperations, journal Acta Academiae Artium Vilnensis, Vilnius Art Academy, Lithuania (2014). Dr. Lubyté, UNESCO Chair for Culture Management and Culture Policy.

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3. Corris Michael, The Economy of Art, Art Monthly. 327 (June, 2009).

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4. Dialogue sessions background

When I finished my MA in Fine Art, I became an associate lecturer in the Fine Art Department, Sheffield Hallam University and also an independent researcher. My former tutor suggested I show my Metacademy research to artist Hester Reeve. I was lucky to have met her in the art school corridors, regularly saying hi from a distance as she was teaching as a tutor on the BA. Hester spoke to me about her experience with Bohmian Dialogue, and months later, after interesting conversations about both of our research and looking into how they would fit together, we implemented Dialogue. From 2009 until before the pandemic, we held sessions for Fine Art students, opening up a space for thinking critically and collectively as artists.