I’m currently undertaking a PhD by Public Output (also known as a PhD by Published Work) through Gray’s School of Art, Robert Gordon University (RGU). I’m a part-time member of staff – Research Fellow and Lecturer. I’ve been associated with On The Edge and Research at Gray’s for 20 years, in various capacities (Director of Partner Organisation, Member of Project Steering Group, Contracted Research Assistant, Research Resident, Co-Investigator on Projects).
A PhD by Public Output collects a selection of previous research (publications and projects) and frames the overarching enquiry, identifying the significance, originality and rigor of the contributions.
In summary, RGU takes the view that a completed PhD should provide material sufficient for 4 journal articles, and therefore if you have 4 peer reviewed journal articles all focused on a common theme, you can write a 10,000 word thesis which demonstrates the overall contribution and submit this along with the outputs. (Each institution will have its own regulations.)
Gray’s School of Art, RGU, has played a notable role in particular in supporting established practitioners to undertake practice-led doctoral research.* There are fewer examples of Practice-led PhDs by Public Output. I’ve identified four examples including one from Gray’s:
- Suzanne Lacy, 2013. Imperfect Art: Working in Public A Case Study of the Oakland Projects (1991-2001).
- Minty Donald, 2014. Exploring human/environment interdependencies through critical spatial practice.
- Ross Sinclair, 2016. Ross Sinclair: 20 Years of Real Life.
- Nicola Triscott, 2017. Art and Intervention in the Stewardship of the Planetary Commons: Towards a Curatorial Model of Co-inquiry.
Full References including links are below.
Suzanne Lacy
Lacy’s thesis is a reflection on a series of projects, the Oakland Projects, undertaken in collaboration with other artists, large numbers of participants, as well as with a range of institutional partners in Oakland California over 10 years. The thesis incorporates extensive description and discussion of the projects as well as two DVDs of video and TV. Lacy’s text broadly falls into three sections:
- methodology,
- description and reflection on the Oakland Projects,
- discussion of art and pedagogy.
The description and reflection of the projects comprises 110 pages of the 190 pages of the document. The Oakland Projects, whilst taking place in public, are not written up and reflected on elsewhere by the artist. Rather her contention is that the projects constitute arts-based research in and of themselves, not through exegesis or discrete academic texts.
Lacy’s PhD by Public Output therefore constitutes a major reflection on a body of work and the process which supported it, the Working in Public Seminars (2006-08), is an important aspect of methodology, if unusual. Prof Anne Douglas was Lacy’s Supervisor and proposed the seminars as part of the methodology (see https://ontheedgeresearch.org/working-in-public/ for full details).
The seminars, enabled by support from Creative Scotland, opened up reflection and interrogation of a key body of work by an internationally recognised artist. The programme included public events as well as a programme of seminars for a selected group of established practitioners based in Scotland. Lacy was able to engage in deep reflection, in particular with the group, on 10 years of work in one community. The focus of this reflection is captured in the titles of the three events: ‘aesthetics and ethics’, ‘representation and power’, ‘quality and imperfection’.
Lacy had previously published Mapping the Terrain: New Genre Public Art (1994), a collection of essays by key practitioners, and has published in Journals as well. One essay in Mapping the Terrain in particular, Allan Kaprow’s piece discussing Project Other Ways is referred to extensively. This too is a personal reflection by an artist on a work that confounds simple analysis as either art or pedagogy – a fundamental theme for Lacy.
In her thesis Lacy describes her methodology as three fold:
- review all the material associated with the Oakland Projects (20 boxes plus a considerable body of video and TV material)
- interview 40 individuals involved with the projects
- present this material as part of the Working in Public Seminars
Lacy describes her contribution in the following terms,
“Although in the last chapter I suggest a few directions for assessing the success or failure of this work as social action and the perfection or imperfection of it as art, I think the major contribution I can make here is curatorial, assembling some of the multiple narratives and, through interviews, multiple voices of the project. (Perhaps because early in my education I was trained in science, I realize that an “evaluation” from my vantage point would be extremely flawed in terms of any “truth” it might reveal, considering my inherent bias as one of the primary makers.)”
(Lacy, 2013, p. 5)
Lacy focuses in particular on the importance of ‘Building a Critical Position for the Artist’s Voice’, saying “…it is the practice, however, that remains fundamental to my analysis – what I know from what I have learnt while making art.” (Lacy, 2013, p. 13).
Lacy highlights a key example of the multi-vocal approach, as demonstrated by Americans for the Arts’ Animating Democracy Initiative and the Critical Perspectives Project. This involved groups of writers reflecting on civic projects from differing perspectives. Lacy highlights others who engaged with the Oakland Projects in depth, as well as her several roles: “…as one of the creators of the artwork, as a curator and recorder of the narratives, and, through writing it down, as contributor to the discourse in the field.” (Lacy, 2013, p. 17). She goes on to ask, “What is inside the practice that only the practitioner can articulate?” (Lacy, 2013, p.18).
Turning to the third section on art and pedagogy, pedagogy is intimately linked with public practice, particularly through the concept of ‘public pedagogy’. For Lacy this is the key intersection that she is concerned with and seeks to navigate. Lacy’s practice is fundamentally concerned with forms of representation, particularly in the media, starting with the invisibility of rape and in various works using this as a lens with which to explore questions of equity and exclusion. She identifies the development of feminist pedagogies and situates her practice within this story, articulating her concerns with class and race, and the emergence of ideas of intersectionality.
This in turn correlates with Lacy’s concern for the development of the ‘Artist’s Voice’. She quotes Arlene Raven saying “Our processes prefigured the emerging public art practices today that move fluidly among criticism, theory, art making and activism.” (Lacy, 2013, p. 145). She has previously articulated her multiple roles within the one dissertation (art maker, curator of multiple perspectives, and narrator).
The form of theorising is distinct, drawing on personal engagement with the emergence of feminist art practices and thinking amongst a community of which Lacy was a part. Her citation is often based on direct engagement with the authors. She particularly highlights Raven’s articulation of the ways that feminist attention to contextual social and political events in turn required nuanced ethical thinking on the role of this reconstituted artist in the public sphere. Lacy discusses her own underpinning engagement with questions of equity in multiple contexts.
Having established the context she turns to her argument for arts-based research (or as she calls it ‘Research as an Art Practice’). The first element of her argument focuses on her own question led approach, and the way that expands as she engages with others (in the Oakland Projects, youth specifically) to be a shared set of questions.
Lacy explores the idea of ‘curriculum’ in her expanded (public) pedagogy, highlighting five areas within the overall framework of the Oakland Projects. This highlights the complexity of the Oakland Projects but also the interweaving of multiple aspects – modalities, contexts, participants and audiences – in the media, in formal and informal sites of learning, in youth development and in elements more conventionally recognisable as ‘art’.
Lacy in following sections unpacks both aesthetics and ethics in relation to the Oakland Projects, including where these can come into conflict. In particular Lacy discusses the role of institutions as partners in these projects. She summarises seven key practices adopted within the projects. These are drawn from good practice in youth work and adapted to the circumstances that include large scale public performance, but are also in place to ensure that the projects are not co-opted by partners.
Lacy’s conclusion highlights two contributions. One focused the value and significance of the voice of the artist, and the second on the understanding of feminist art and pedagogy, particularly public pedagogy. She identifies areas for further work and also returns to Kaprow, and in particular his interest in ambiguity, and the way the Oakland Projects reveal the tension between aesthetics and ethics played out in works that have a fundamental public pedagogical character.
Other examples
The three other examples, Minty Donald (external supervisor for my PhD), Ross Sinclair, and Nicola Triscott, all offer different lessons.
Minty Donald’s thesis (2014) is supported by 3 Journal Articles and 1 Book Chapter which between them address two discrete projects, of which extensive documentation is supplied. The focus of the thesis is the development of practice-led approaches to critical spatial practice, particularly in the context of performance and increasingly engaging with a New Materialist conception of agency.
The focus of the framing essay is on the overarching principles Donald identifies in the exemplified practice concerned with the tension between the ways space, place and site carry meaning and embody histories, but are also fluid. The theoretical frame has several dimensions:
- a concern with context bringing together post-structuralist writing (Michel de Certeau, Michel Foucault and Henri Lefebvre) with public art and site specific theorising (e.g. Rendell, from whom she takes the conceptualisation of critical spatial practice) and with de-colonial literatures (e.g. Massey).
- a concern with heritage and in particular the relationship between heritage and performance. A key concept for Donald is nostalgia and how this is understood.
- New Materialism (eg Bennett). This dimension is identified as the emergent focus within the practice.
It is interesting to note that, possibly because this is a PhD by Published Work, the range of theory highlighted is broad. The clear identification of the different dimensions is helpful.
In the context of practice-led research, the theoretical context is critical, as is the historical context – the precedents and significant peer and predecessor practices. Donald highlights her practice as a scenographer and unpacks how that informs her practice in the works under consideration in terms of scenography specifically and the wider context of issues within performance. Donald links aspects of scenography with New Materialism. She links the concerns in performance with practices in public art (Wodiczko, Alys, Starling), creating a clearly articulated territory for her practice.
Donald discusses her understanding of practice as research drawing on a range of literature. She draws out arguments for “…a persistent concern for those engaged in practice-as-research: the relationship between praxis and discursive reflection on, or exegesis of, that praxis.” (Donald, 2014, p.16). This approach allows the practitioner to reflect on their own intentions and the ways in which they had to adapt in relation the ‘resistances’ of the world.
Donald highlights the generative character of practice-as-research, drawing attention to the particular forms of ‘not knowing’ and ways of working with ‘not knowing’ to reveal new insights.
Donald touches on the collaborative aspects of several projects where she worked with others, sometimes in a role which organised others (directorial/curatorial).
These sections, setting up the theoretical, professional and methodological aspects are followed by description of the projects profiled leading into a discussion of the insights in the associated Journal Articles and Book Chapters.
In the work Glimmers in Limbo Donald is concerned with the binary of tangible/intangible in heritage, something she suggests as a false dichotomy. Donald is concerned with “…the potential of critical spatial practice to bring about what Nigel Thrift describes as an extension of ‘the imagination into matter’. (Donald, 2014, p. 26)
Donald’s articulation of her work Glimmers in Limbo in relation to New Materialism highlights the aspect of agency. Hauntology, the exploration of the ways that material histories of places remain present even after erasure, offers another frame for these concerns, it places less emphasis on agency in the materiality.
In The River Clyde Project Donald is focused on “…ideas of space/place as networked and always in-process.” (Donald, 2014, p. 30). Donald discusses Bridging, a work which opens up new issues for her practice. She explores Tim Ingold’s concept of meshwork in relation to the project because it enables us to ‘see’ the agency of the material, in this case the rope, within the performance. This in turn leads to opening up ecological concerns in ways that humans and materials are encompassed by wind and tide. The role of these encompassing elements in frustrating the artists’ intention is key, opening up new insights.
This section concludes with discussion of a work in progress, High-Slack-Low-Slack-High, for which there is no published corollary. She discusses the parallel research trajectories of herself and collaborators exploring tides, a development from the earlier Bridging project.
Donald identifies aspects of both projects that influenced policy – of the Merchant City Initiative’s understanding of the Britannia Panopticon and of the Velocity programme’s thinking about the regeneration of the Clyde.
In Donald’s conclusion she highlights the importance of experimentation to her research trajectory because it reveals, particularly in failures, the agency of materials and environments in ways that would not otherwise be apparent. Donald indicates the future direction of research particularly into ways of working that reveal forms of agency – quoting Bennett, ‘tactics […] to discern the vitality of matter’ (Donald, 2014, p. 47).
Ross Sinclair
Ross Sinclair’s thesis is different from the others reviewed in that he focuses on his Real Life Project, an ongoing ‘everyday life as a work of art’ process which he has been engaged with over 20 years.
In his abstract, Sinclair sums this up saying,
“This has built a 20-year durational performance project that connects with the public at a dynamic intersection of ideas, context, performance and art-practice. This project was initiated when the words REAL LIFE were tattooed in black ink across my back, at Terry’s Tattoo parlour in Glasgow in 1994.”
(Sinclair, 2016, p. 6)
The form and voice of the thesis are distinctive not least in being informal and personal in a way the others reviewed aren’t.
In practice the thesis is based on a series of 5 monographs (publications associated with solo exhibitions) plus two pieces in Journals. However Sinclair articulates another version of the ‘Prior Publication’ writing,
“…the published evidence of its public dissemination via diverse heterogeneous outputs: starting with the tattoo, then the photograph, the cover of a magazine, the performances, the multiples, the exhibitions, the interventions, the t-shirt paintings, the installations, the dialogue, the hybrid sculptures, the physical structures, the songs, the paintings, the live music, the diverse contexts, the cd’s, the neon signs, the galleries, the shops, the streets, the posters, the records, the billboards, the conversations, the arguments, the planning, the travelling, the meetings, the fund-raising, the talks, the teaching, the publications and finally this submission of Degree of Doctor of Philosophy by Published Work.”
(Sinclair, 2016, p. 29)
Sinclair provides an overview of the context in which the Real Life Project emerged, including the significance of the Artist Placement Group manifesto and the rubric ‘The context is half the work’ to the Environmental Art course at Glasgow School of Art, as well as the strange status of Glasgow negotiating it’s post-industrial future. There is a self-reflexivity in this thesis that is sometimes complex to unpack. The historicization of the practice started as early as 1994 when Sinclair created the Museum of Despair in a shop on the Royal Mile in Edinburgh and offered the detritus of 5 years’ practice for sale. From artist as flea market to artist as Co-Investigator in an AHRC funded project investigating the context in which the artist emerged (The Glasgow Miracle, Materials for Alternative Histories, 2012-13).
Sinclair positions the tattoo as a key sign, needing to be, “…traversed along the critical ley lines of Debord / de Certeau / Baudrillard / Barthes / Borges / Eco…” (Sinclair, 2016, p. 33). It acts as the pivot of his analysis, raising a series of issues including the understanding of signs, the relationship between the art world and commerce, the relationship between the artist and the spectator.
He also positions it ‘spatially’ in relation to the concept of Temporary Autonomous Zones, suggesting that the works, in part because they are centred around his unstable presence, “My character is an active performer, everyman, an individual, confused living human presence, e Pluribus Unum: but a member of the public too.” (Sinclair, 2016, p. 35).
Sinclair juxtaposes his own articulation with a significant body of quotation, including key citations which speak to his thinking (in addition to those noted above, Lefebvre), but also texts by leading curators (Archer, Brown, Gillick, Mulholland, Richardson, Verwoert) that reference, interpret and position the Real Life Project. His use of de Certeau’s distinction between ‘strategy’ and ‘tactics’ both reminds us of the positioning of the individual and the positioning of the institution, providing Sinclair with the opportunity to explore the ways in which the Real Life Project is positioned adjacent to the audience (but perhaps still at the behest of the institution – not least as a teacher in Higher Education undertaking a PhD by Prior Publication). He highlights the changing relationship with audience as the individual outings for the Real Life Project increasingly open themselves up to participation by audiences. Sinclair turns to the discourse of socially engaged art (Bishop, Kester, et al), positioning his work in a Brechtian space of critical distance through presenting the audience with disruptive situations. In the end Sinclair is seeking to distinguish the Practice-led researcher from the critic and art historian, and claiming value in the artists’ voice (a theme in Lacy’s PhD too).
That being said, Sinclair is right to highlight the significance of the sequence of publications as a key part of the Real Life Project and a significant body of constructed (self) understanding and (self) construction. He concludes by suggesting that the Real Life Project demonstrates Deleuze and Guattari’s rhizomatic mode of existence, “The publications reflect the rhizomatic evolution of the RLP and articulate the contribution made to contemporary art-practice in Scotland, UK, and internationally over two decades via the medium of a single-authored practice-led project that could be characterised as organic, research-led, horizontal, non hierarchical and dialogic.” (Sinclair, 2016, p. 61). The Rückenfigur of Caspar David Friedrich is central to the conception of the Real Life Project, and the modalities of Romanticism, particularly in terms of the authority of the individual, even if only to be tactical are inscribed throughout this thesis.
In relation to the concern to understand structure and approach, voice and positioning, the Real Life Project is distinctive, partly as the most carefully designed of all the examples, but also because of the particular self-referentiality, the curious Beuysian totality, even gestamkunstwerk, of the project. The lack of any reference to Beuys (or Kaprow whose Blurring of Art and Life should surely have featured as a key text) is curious.
Nicola Triscott
Triscott’s thesis addresses 5 projects from 2010 to 2016 across a range of contexts, including outer space. The portfolio supporting the thesis includes 5 exhibitions and a public monument; 3 books associated with various of these projects including 3 authored chapters; a chapter in a collection; and a conference paper. Triscott includes a detailed breakdown of outputs from each project. In this she identifies her various roles including curator, co-curator, editor, author. She highlights the role of writing in the formats noted above as well as in a blog (Triscott, 2017, p. 28).
The focus of Triscott’s thesis is three-fold:
- curatorial practice;
- interdisciplinary, interdisciplinary art, critical art;
- the global/planetary commons.
Her three research questions all raise issues in curatorial practice.
The second key term for Triscott is ‘interdisciplinary’ She briefly unpacks histories associated with the development of thinking and practice in response to specialisation in the sciences. She reflects on her own process of developing ‘multi-disciplinary expertise, listing what she describes as, “…basic knowledge of areas of science and technology (such as synthetic biology, genetic engineering, biodiversity studies, and climate change research), outer space systems and policy, as well as current debates in areas such as STS, cultural and political geography, and international governance.” (Triscott, 2017, p. 28).
The third key concept Triscott invokes is ‘planetary commons’. Here she is referring to not merely the legal definition of global commons (“…the high seas (including the frozen Arctic ocean), the atmosphere, Antarctica and outer space…” Triscott, 2017, p. 19). She seeks to focus on in her words,
“…the planetary turn in the arts and social humanities … to redirect the emphasis of inquiry from governance, with its systems of regulation, to stewardship, the notion of responsible use and protection, as well as allowing greater consideration of non-human actants (other species, objects).”
(Triscott, 2017, p. 19)
In this Triscott is not suggesting that the art needs to address the planetary scale but that art is increasingly engaged with issues which affect the planet in different ways in different places – that there are common concerns including outer space, the Arctic, biodiversity and scientific knowledge (all aspects of the projects discussed).
Triscott positions herself as contributing to the reconfiguring understanding of curating as a practice, and to the development of the understanding of research in curating from a practice-led perspective (as opposed to for instance as an art historical endeavour, a more traditional frame for research in curating). Triscott references Dewey (as does Lacy) in her argument for experience-based understandings of knowing and knowledge. She argues that, “This curatorial knowledge takes two main forms: curatorial knowledge from the projects and knowledge about broader curatorial methodologies and frameworks.” (Triscott, 2017, p. 20). She unpacks forms of knowledge (informational and transformational) and approaches to curatorial practice (active, dialogic, critical interdisciplinary and transdisciplinary, experimental institutional, experiential/ performative). Triscott brings Science and Technologies Studies (STS), drawing on Stengers and Latour, to bear on her curatorial practice involving artists with scientists and other disciplines. She provides a nuanced reading of concepts such as collaboration and cooperation. In doing this she is both articulating her practice and also articulating her understanding of research and method.
She carefully positions the challenges arising from the approach she has developed, saying, “The overarching aims of these inquiries are to co-create knowledge and foster new forms of cultural production. These transdisciplinary inquiries are not separate from the distribution and display aspects of art.” (Triscott, 2017, p. 25). This in turn raises challenges both in relation to curatorial practice, which is still largely understood as a monologic endeavour, and also in relation to academic research, where she points out that the ‘Principal Investigator’ is still the normative and institutionalised way of working. She draws on Heron and Reason’s articulation of co-inquiry to inform her curatorial and interdisciplinary practice and to clarify where her practice is different.
Section 2 provides a Contextual Review of her three key issues, exploring curatorship in relation to institutional developments in the UK and Europe from the 1990s leading into developments in curating interdisciplinarity including discussions of various configurations and constructions. This in turn leads into a discussion of art-science initiatives and the need for criticality, particularly in relation to assumptions or claims of the authoritative world view of science, or the universal applicability of its methods (again drawing on Latour, Stengers and Haraway). She then turns to ‘planetary commons’ and juxtaposes it with Anthropocene as a framing for addressing current challenges, arguing that the latter term, “…fails to orientate us towards the type of change that is needed to transform the political economies of extraction, consumption and inequality that underpin the catastrophe and that spread its impact unevenly.” (Triscott, 2017, p. 48). Triscott’s provides a detailed discussion of the modalities and significance of commons and its reemergence as a critical concept since the 1990s. Combined with planetarity (as opposed to globalisation), the concept of commons forms the grounds for the interdisciplinary curatorial practice under discussion.
In her conclusion Triscott argues that the model she has developed through her practice over 10 years can be understood through three concepts, all drawn from or related to STS thinking. She is focused on ‘matters of concern’ (Latour), seeks the co-production of knowledge, and this is achieved through ‘an ecology of practices’ (Stengers), which she further elaborates.
Discussion
Reflecting across the four examples, Ross Sinclair’s thesis (2016) is perhaps the most leftfield in part because the practice he has developed over 20 years, the Real Life Project, is from the outset historicised and self-reflexive in itself. ‘Real life’ is constantly in question and the thesis adds another layer of how ‘real life’ can be art (or in this case Practice-led research). The discussion of publication (even including the ‘REAL LIFE’ tattoo itself) and the attention Sinclair has given to publication within his practice is valuable.
All four comprise different combinations of journal articles and book chapters alongside projects captured through documentation (as noted above). Lacy and Sinclair in particular include materials such as video, and Triscott includes a public monument created by artists where her role was curator (i.e. not primary originator).
Each addresses theory (as noted above); the context and development of the practice; as well as methodology, both in the sense of the methods used in assembling the thesis, as well as the methods used in the practice and outputs.
All four specifically address the voice of the practitioner, and the value of practice-led research as a means of opening up the knowledge of the practitioner to others. The importance of knowing how to create, techne, alongside theory and knowledge of acting, of understanding other human beings, phronesis, is widely explored within the literature of practice-led research (cf Coessens, Crispin and Douglas, 2009, p. 76-8).
This approach allows the practitioner to reflect on their own intentions and the ways in which they had to adapt in relation to the ‘resistances’ of the world. If we accept Duchamp’s analysis in The Creative Act (Duchamp, 1957), in which he articulates the relationship between the artist’s intention and the spectators’ experience, then the practitioner cannot attempt to address the significance of the work to posterity. That is the realm of the spectator. However the practitioner can speak to their understanding of ‘Why?’ and ‘How?’
Douglas, reflecting as Supervisor on Lacy’s PhD, highlights this key purpose, “…Suzanne embarked on the research to deepen her own understanding of what it takes to practise well, with quality, in public life. She was seeing many poor examples of practice. She wanted to explore this work through the experience and voice of the artist because the artist had the deepest knowledge of what was involved in producing the work.” Douglas, 2016, p. 4). Douglas goes on to say, “Suzanne’s approach to critical reflection and analysis was simultaneously performative and pedagogical.” (2016, p. 5). She reflects, “In this PhD – and this is perhaps unusual – she was simultaneously ‘research student’ and mentor to us in learning what the practice could be along with figuring out an appropriate way of researching it.” (2016, p. 5). This opens up aspects of practice-led research which arise from the combination of reflection and theorisation, as well as the context and complexity of working with established practitioners.
Reviewing these theses in particular has informed the structure and voice I am adopting. Lacy, Donald and Triscott all raise issues of collaboration and multi-authorship in various relevant ways which are relevant to my own work. This review has enabled me to better understand how to contextualise the various contributions in my outputs as well as provided me with a sense of how my work sits in relation to others undertaking similar exercises.
Notes
* Prof Emeritus Anne Douglas oversaw a significant number of PhDs including by established practitioners (Goto-Collins, 2012; Chu, 2013; Smith, 2015; Gausden, 2016; Price, 2016).
References
COESSENS, K., CRISPIN, D., and DOUGLAS, A., 2009. The Artistic Turn: A Manifesto. Leuven: University of Leuven Press.
DOUGLAS, A. 2016. Practice-led research and improvisation in post modern culture. Presented as part of the docARTES: crossing borders programme, 26 February 2016, Ghent, Belgium. Available from: https://rgu-repository.worktribe.com/output/246562/practice-led-research-and-improvisation-in-post-modern-culture
DUCHAMP, M., 1957. The Creative Act. [online] available from: https://ubusound.memoryoftheworld.org/aspen/mp3/duchamp1.mp3
DONALD, M., 2014. Exploring human/environment interdependencies through critical spatial practice. PhD by Published Work, University of Glasgow. Available from: http://theses.gla.ac.uk/4932/
LACY, S. 2013. Imperfect art: working in public: a case study of the Oakland Projects (1991-2001). Robert Gordon University, PhD Thesis. Available from: https://rgu-repository.worktribe.com/output/240070/imperfect-art-working-in-public-a-case-study-of-the-oakland-projects-1991-2001
LACY, S., 1994. Mapping the Terrain: New Genre Public Art. Seattle: Bay Press.
SINCLAIR, R., 2016. Ross Sinclair: 20 Years of Real Life. PhD by Published Work, The Glasgow School of Art. Available from: http://radar.gsa.ac.uk/4817/
TRISCOTT, N., 2017. Art and Intervention in the Stewardship of the Planetary Commons: Towards a Curatorial Model of Co-inquiry. PhD by Published Work, University of Westminster. Available from: https://westminsterresearch.westminster.ac.uk/download/e987be50137cb09003ed3c4c525f7a6861a50d7373417d8fcb3c4633ef08e4eb/7743765/Triscott_Nicola_thesis.pdf
