Amongst recent contemporary art and museological publications,
there have been relatively few which direct attention to the
distinct contributions that twentieth and twenty-first century
artists have made to gallery and museum interpretation practices.
There are fewer still that recognise the pedagogic potential of
interventionist artworks in galleries and museums. This book fills
that gap and demonstrates how artists have been making curious but,
none-the-less, useful contributions to museum education and
curation for some time. Claire Robins investigates in depth the
phenomenon of artists' interventions in museums and examines their
pedagogic implications. She also brings to light and seeks to
resolve many of the contradictions surrounding artists'
interventions, where on the one hand contemporary artists have been
accused of alienating audiences and, on the other, appear to have
played a significant role in orchestrating positive developments to
the way that learning is defined and configured in museums. She
examines the disruptive and parodic strategies that artists have
employed, and argues for that they can be understood as part of a
move to re-establish the museum as a discursive forum. This
valuable book will be essential reading for students and scholars
of museum studies, as well as art and cultural studies.
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