The Metacademy or The Artist Thinker is the result of my research about the unspoken connections between the institutions involved in the art world. The Metacadamy is a diagrammatic model emerging from a counterculture aiming to empower the artist. This system focuses on radical conversations about the often unspoken connections between the institutions involved in the art world (museums, galleries, government, media, art school). The project has been cited in publications such as the book Creating Cultural Capital (1), the journal Acta Academiae Artium Vilnensis (2), and featured 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 space for BA Fine Art students that I implemented as an independent researcher and an associate lecturer, in 2009, with artist Hester Reeve and that we have delivered since. The Centre for Excellence in Teaching and Learning, Sheffield Hallam University, funded the pilot.
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). http://www.eburon.nl/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.–
4. Dialogue sessions background
In 2008 I became an Associate lecturer in the Fine Art Department, Sheffield Hallam University, and an independent researcher. I showed my Metacademy research to artist Hester Reeve. I was lucky to have met her in the art school corridors as she taught as a BA tutor while I was doing my MA in Fine Art. 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 2008 until before the pandemic, we held sessions for Fine Art students, opening up a space for thinking critically and collectively as artists.