3 types of Biennale audience?*
* a warning – I made it up after 11 hours of non-scientific observation of an audience in the Polish pavilion presenting work of an American artist Sharon Lockhart inspired by Janusz Korczak – Polish-Jewish educator; 3-4 June 2017
(estimated reading time: 1 minute)
So, here they are – in no particular order and definitively not judging as anyone who came gets already credits for coming!:
I don’t care – I came as a part of my city visit**, just looking (attention span 6sec- 1 min).
I might care – I visit museums while on holidays**. Show me something interesting/beautiful/intriguing and I will give you my attention. Often read the description after viewing or take a photo of it (for reading later?) (attention span 3-8 min).
I care – I visit galleries and museums quite often**. I read the description first; stay for a while and maybe even ask a question (why American in the Polish pavilion? He [Korczak] was Jewish, wasn’t he? Is she [Lockhart] Jewish? Who are those young people in the pictures?) (attention span 5-15 min)
Nationality is the main attention trigger here (we have 3: American, Jewish and Polish; in that order). Sound and video is the 2nd one.
Could such information be useful for exhibition organisers?
PS. I will see if further observation will change my view 🙂
Opublikowano English, impresje
Why should we teach art subjects at schools? Is it important to recognise the name of an artist or to know art history to understand the art? Or to practice art at school to secure future engagement in the art (as an audience)?
(estimated reading time: under 1 minute)
Perhaps, as much as we try to include culture in other policies, we should integrate art into other school subjects? Enriching teachers’ methodologies and bringing: emotions, empathy and aesthetics into everything that is taught at schools? Not for the art’s sake. To explore and expand the use of the arts as triggers of humanity (and creativity, and critical thinking, experience based learning and… etc. etc). “Drama become the impetus for discussion, attending an arts workshop triggers personal reflection, or visiting a gallery result in affective learning.” (How Adults Learn about Multicultural Diversity through Participating in the Arts by Sherre Wesley 2001). Those integrated in the school curriculum might have additional sense. Nothing new, I am afraid. Still underused.
PS. I am starting short, weekly reflections on tons of books/texts that I read for my PhD studies…
„No tak, ale dyrektor nie jest zainteresowany zmianami programowymi wynikającymi z potrzeb/charakterystyki widowni, wymaga natomiast zwiększenia frekwencji“ Czytaj dalej
Im dłużej pracuję w kulturze tym częściej czuję, że nie wiem wszystkiego. Ale czy można wiedzieć wszystko?
„Maintaining ethical standards in the art world is the responsibility not only of artists, but also cultural institutions and those who support them. Any decision taken by an institution should be made with respect for its public, the people who work for it and the artists who collaborate with it.” Ahmet Öğüt
Artists Withdraw from the 19th Sydney Biennale over Transfield Sponsorship
„Reżyser ma prawo do prowokacji, a publiczność nie?”
Z opóźnieniem, ale warto o warto o proteście publiczności w Teatrze Starym w Krakowie i tekście Joanny Szczepkowskiej pamiętać (i warto zajrzeć do komentarzy pod nim). I jeszcze Kazimierz Kutz i Witold Mrozek o tym samym. Reżyser ma prawo do prowokacji. Publiczność też.
Czy publiczność jest sztuce potrzebna? „Publiczności nie trzeba schlebiać, trzeba ją uwieść“. Czytaj dalej