Caro’s studio provides an example of a learning community: a model of people learning together through situation, action and discussion.
The responses produced by the assistants raise awareness about artists’ ambitions for their work and careers, and what they had hoped to gain from the assistant role. Can one assist and be fully focused on one’s own practice? Or can it rather be a source of engagement with art and the art world? Is an assistant meant to be nothing but a skilled pair of hands, or is it important that there is an individual artistic practice that can inform the decisions made?
To support the sharing of knowledge, we offer a range of resources to engage in ways of exploring, thinking and making in response to Artist Boss.
The resources below are downloadable PDF documents for you to use in preparation for, or in response to, the exhibitions, events and publications.
Additional talks, guided tours and seminars take place across exhibition venues. Please see the relevant section for event details and bookings. Please note that artist-led sessions are subject to availability.
For teachers, educators and artists. Ideas, activities and planning for KS2 – 4 to creatively explore sculpture and the Artist Boss project.
For young people age 16+, teachers, educators and artists. Ideas, activities and methods designed explore sculpture and the Artist Boss project.
For artists, educators, undergraduates and postgraduates to ‘behave stupidly with reason.’ A collection of prompts designed to inspire different ways of working.
A comprehensive reading list citing key texts referenced in this project.
About the artists and contributors
For biographical information about the featured artists and contributors.
Artist Boss Timeline
This timeline illustrates the connections between Caro, the featured assisants and affiliated institutions.
We are interested to see your outcomes and responses to these resources, please email images and feedback to: email@example.com
These resources have been designed in collaboration with Gavin Morris and Rose Pullinger with support from The Roche Court Educational Trust.