What We Made: Conversations on Art and Social Cooperation


In What We Made, Tom Finkelpearl examines the activist, participatory, coauthored aesthetic experiences being created in contemporary art. He suggests social cooperation as a meaningful way to think about this work and provides a framework for understanding its emergence and acceptance. In a series of fifteen conversations, artists comment on their experiences working cooperatively, joined at times by colleagues from related fields, including social policy, architecture, art history, urban planning, and new ...

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In What We Made, Tom Finkelpearl examines the activist, participatory, coauthored aesthetic experiences being created in contemporary art. He suggests social cooperation as a meaningful way to think about this work and provides a framework for understanding its emergence and acceptance. In a series of fifteen conversations, artists comment on their experiences working cooperatively, joined at times by colleagues from related fields, including social policy, architecture, art history, urban planning, and new media. Issues discussed include the experiences of working in public and of working with museums and libraries, opportunities for social change, the lines between education and art, spirituality, collaborative opportunities made available by new media, and the elusive criteria for evaluating cooperative art. Finkelpearl engages the art historians Grant Kester and Claire Bishop in conversation on the challenges of writing critically about this work and the aesthetic status of the dialogical encounter. He also interviews the often overlooked co-creators of cooperative art, "expert participants" who have worked with artists. In his conclusion, Finkelpearl argues that pragmatism offers a useful critical platform for understanding the experiential nature of social cooperation, and he brings pragmatism to bear in a discussion of Houston's Project Row Houses.

Interviewees. Naomi Beckwith, Claire Bishop, Tania Bruguera, Brett Cook, Teddy Cruz, Jay Dykeman, Wendy Ewald, Sondra Farganis, Harrell Fletcher, David Henry, Gregg Horowitz, Grant Kester, Mierle Laderman Ukeles, Pedro Lasch, Rick Lowe, Daniel Martinez, Lee Mingwei, Jonah Peretti, Ernesto Pujol, Evan Roth, Ethan Seltzer, and Mark Stern

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Editorial Reviews

<i>Hyperallergic</i> - Alexis Clements
"What What We Made does, perhaps better than anything I’ve read so far about this particular kind of art, is utterly refrain from arriving at singular summaries or judgments. Instead, the conversations foreground the nuanced and complex social relations tied up in any artwork, but particularly collaborative artwork that draws on communities operating largely outside of the arts marketplace. And the projects Finkelpearl has chosen to discuss and feature by and large demonstrate real possibilities for genuine exchange across networks and communities."
Rebecca Zorach
"What We Made is a dialogical thick description of cooperative art practices from the point of view of practitioners and many insightful interlocutors. It will be an extremely valuable resource for artists, art historians, and museum professionals."
Suzanne Lacy
"In between histories, current art practices, and theories lies the conundrum: how to describe relational and public art and the many intentions of those involved. Tom Finkelpearl gives us perspectives from artists' on-the-ground experiences and a welcome revisiting of Dewey, contextualized by a sweeping introduction that alone is worth the price of the book."
Art Monthly - Sally O'Reilly
What We Made is a good sourcebook of art that tackles  politics through participation and collaboration. The  author’s introduction provides a useful overview of the situation in contemporary America. . . .”
The Art Book Review - Katie Bachler
What We Made brings together the stars of the social practice world Rick Lowe, Tania Bruguera, Mierle Laderman Ukeles, Harrell Fletcher, and more in conversations with urban planners, educators, and each other, to create a fluid and interdisciplinary dialogue about social practice and its complicated, beautiful and necessary implications in the world.”
Curator - George E. Hein
“Finkelpearl has provided his readers with a rich description of a particular, influential movement in the art museum world. This book illustrates his own commitment to social collaboration. By presenting the conversations that make up the core of this volume, he brings this aspect of the art museum world to a larger public.”
From the Publisher

“These conversations by key practitioners and thinkers are a snapshot of thinking around the emergence of social and collaborative art, which seeks to improve society and address social issues. Finkelpearl ably situates collaborative and participatory art within the chronology of American art history.” - Toro Castaño, Library Journal

“This book gracefully dives headfirst into a seriously murky topic, using accessible language that, thankfully, doesn’t read like a textbook.” - Kirstin Wiegmann, What We Made

"What We Made is a dialogical thick description of cooperative art practices from the point of view of practitioners and many insightful interlocutors. It will be an extremely valuable resource for artists, art historians, and museum professionals."—Rebecca Zorach, author of The Passionate Triangle

"In between histories, current art practices, and theories lies the conundrum: how to describe relational and public art and the many intentions of those involved. Tom Finkelpearl gives us perspectives from artists' on-the-ground experiences and a welcome revisiting of Dewey, contextualized by a sweeping introduction that alone is worth the price of the book."—Suzanne Lacy, author of Leaving Art: Writings on Performance, Politics, and Publics, 1974–2007

Library Journal
Finklepearl (executive dir., Queens Museum of Art; Dialogues in Public Art) presents 15 conversations between artists and an array of political scientists, urban planners, educators, and others in this deeply thoughtful history of participatory contemporary art that covers from the Situationists of the 1950s and '60s to the present. Finkelpearl proposes the term social cooperation to encompass the spectrum of this body of cultural production. This work attempts to unpack contemporary artistic practices along new aesthetic criteria: sociopolitical, transnational, spiritual, and, in particular with regard to the Internet, given its notions of networked collaboration and new definitions of authorship. These conversations by key practitioners and thinkers are a snapshot of thinking around the emergence of social and collaborative art, which seeks to improve society and address social issues VERDICT Finkelpearl ably situates collaborative and participatory art within the chronology of American art history. This book will be at home in university libraries and can function well as a course text in the field of public-art studies.—Toro Castaño, Roski Sch. of Fine Arts, Univ. of Southern California
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Product Details

  • ISBN-13: 9780822352891
  • Publisher: Duke University Press Books
  • Publication date: 1/15/2013
  • Edition description: New Edition
  • Pages: 416
  • Sales rank: 431,520
  • Product dimensions: 6.10 (w) x 9.30 (h) x 1.00 (d)

Meet the Author

Tom Finkelpearl is Executive Director of the Queens Museum of Art. He is the author of Dialogues in Public Art.

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Read an Excerpt


Conversations on Art and Social Cooperation


Copyright © 2013 Duke University Press
All right reserved.

ISBN: 978-0-8223-5284-6

Chapter One


The Art of Social Cooperation

An American Framework

Definition of Terms

Consider two art projects.

November 1986. At dusk on a fall evening, you are approaching a tan brick building on the grounds of Creedmoor Psychiatric Hospital at the far end of Queens. In this season, at this time of night, the hospital's campus looks very much like the state mental institution it is. But Building 75 has been renamed the Living Museum with a brightly colored sign. It is home to the Battlefields Project, a series of art installations that a group of patients has been working on for several years with the Polish-born actor and conceptual artist Bolek Greczynski, who is by this time fully ensconced as Creedmoor's artist-in-residence. You walk into the building, through a lush garden of natural and artificial plants, through the workroom where refreshments are being served, and into the "museum" proper.

The four corner rooms of the ten-thousand-square-foot space are devoted to installations that address the subjects of hospital, church, workplace, and home, four battlefields in the lives of the participants in this venture. The hallways and antechambers between these rooms are filled with art that ranges from haunting images one might expect from the mentally ill, to hard-edge minimalist painting on the floors and walls, to art that is competent in a rather commercial-realist style. There is a chess table dedicated to Marcel Duchamp, an overflowing bin of memos from Creedmoor's health care bureaucracy, and a book in which every line has been carefully crossed out.

At first you feel the need to determine the mental health status of each person you encounter. A woman clad in skin-tight leather and spike heels introduces herself improbably as Greczynski's dentist (this fact is later confirmed). You meet a young man from the lockdown unit attired in a three-piece suit. Another guy who looks like a doctor could just as easily be a patient. The crowd assembled for the occasion includes an assortment of Greczynski's eccentric, theatrical, art world, club world, outsider, and insider friends mixed with doctors, patients, and their families—so the distinctions are challengingly ambiguous at first but become less urgent as the evening progresses. The museum has been created in a complex series of interactions between Greczynski and a changing group of patients (hundreds have participated). But Greczynski will not call them patients. In the Living Museum they are artists. He does not see their work as symptomatic of their mental illness, he explains, but as a testament to their "strength and vulnerability." He sees their sensitivity, which may have forced them into this institutional setting, as an asset for an artist. The doctors tell you that for these patients, having the opportunity to assume the identity of an artist has therapeutic value, but Greczynski is suspicious of this approach, siding with the patient against the controlling institutions of therapy and the interpretation of art as a symptom—even as a symptom of healthy progress. After several hours you drive off, acutely aware that there are those who are left behind.

* * *

Spring 2010. Having received an intriguing email blast from Creative Time, a public art organization, you arrive in Times Square to experience a project by Paul Ramirez Jonas called Key to the City. You know little about what to expect except that it will be based on the longtime New York tradition of the mayor awarding a symbolic key to notable visitors and public heroes. You are informed that you will need a partner for a key award ceremony, and you pair up with a young woman, Annie, who has also arrived solo. You get in line with Annie (and a couple of hundred others), and you are instructed to fill in the blanks on the first two pages of a passport-size booklet that gives a bit of background. You and Annie chat as you decide why to honor each other with a key to the city. When you have arrived at the "Commons" area created for the event, she reads out the text: "I, Annie, on this third day of June, bestow the key to the city to you, being a perfect stranger, in consideration of your spirit. Do you accept this key?" Yes, you do. "Then, by the power temporarily granted to me and this work of art, I, Annie, award you this key to the city." She hands you the booklet and a key that is inscribed with a small drawing of hands exchanging keys. You reciprocate, reading the formal text and handing her the booklet that you have inscribed, and that is the last you see of Annie.

The project's key is the opposite of the traditional key to the city: anyone can get one, and it is not merely symbolic. Over the next couple of months the key unlocks doors, closets, gates, display cases, and so on, at twenty-four sites indicated in the booklet. One afternoon you take the 7 train to Corona, Queens, and visit the Louis Armstrong House Museum, where the key opens the door to Armstrong's private bathroom. Then you walk over to the Tortilleria Nixtamal, where, remarkably, the key opens up the downstairs kitchen and you receive a lesson in taco making. Over twenty sweaty minutes you also learn how a tortilla kitchen in Corona operates: hot, fast, and in Spanish. As you make your way around the city, you see sites that are normally hidden and meet the New Yorkers behind the doors. The work becomes something of the talk of the town, as more than fifteen thousand people participate.

* * *

While both art projects were participatory, there were substantial differences. Both the Living Museum and Key to the City fall under the rubric of what is variously dubbed participatory, interactive, collaborative, or relational art. However, in recent texts on this sort of art, critics tend to distinguish between projects that are designed by artists and projects that are created through dialogue and collaboration with participants. For example, Grant Kester, an art historian at the University of California, San Diego, differentiates between collaborative, "dialogical" works and projects based on a scripted "encounter." Claire Bishop, an art historian at City University of New York, identifies "an authored tradition that seeks to provoke participants and a de-authored lineage that aims to embrace collective creativity." And the critic and curator Claire Doherty describes "those practices which, though they employ a process of complicit engagement, are clearly initiated and ultimately directed by the artist ... and those which, though still often authored by the artist or team, are collaborative—in effect 'social sculpture.'"

As Kester points out, the categories of the scripted encounter and the de-authored, dialogical collaboration are generalizations, and perhaps it would be more useful to describe a spectrum of activity rather than draw such a clear line between practices. On this spectrum, Key to the City would tend toward the scripted encounter, while the Living Museum leans toward the dialogue-based tradition of works created collectively. Greczynski created a platform for the creativity of the patients at Creedmoor, while Ramirez Jonas sent the participants on a well-planned series of encounters. Key to the City was clearly a work by Paul Ramirez Jonas, though the individual participants—both the key holders and those who welcomed them to each site—took an active role. You were the actor, and there were no spectators. The text you read in Times Square was prepared by the artist. As you traversed the city to the other sites, the interactions were considerably looser, but you were still on a route between access points prepared by Ramirez Jonas. On the other hand, the Living Museum was created in a long-term interactive process that was orchestrated (rather than authored) by Greczynski. The art projects that composed the Living Museum were created by Creedmoor patients working many hours a week over many years, interspersed with an occasional painting by Greczynski. The project was made by the group—hence the title of this book, What We Made.

When you visited an open house at Creedmoor, you seemed somewhat peripheral to the main event, which only Greczynski and the patient-artists experienced—an event that unfolded very slowly in a decidedly closed house. You got only a glimpse; you were welcomed as a temporary guest. This split between the collective creation of the art and the viewing and experiencing public is present in a number of projects discussed in this book. Importantly, the issue of social benefit was closer to the surface in the Living Museum than in Key to the City. Though Greczynski resisted the therapeutic interpretation of his project, the open and relaxed atmosphere at the Living Museum gave the tangible sense of a curative space for the mentally ill. While one can easily point to political meaning in the ways Ramirez Jonas opened up the city and in the democratization of an elitist tradition, there was no sense that the project was meant to turn around the life of its participants.

Walking through Building 75 at Creedmoor, the audience—art critics, psychologists, patients—had a hard time understanding the overall environment as an aesthetic project. Two decades later Key to the City unfolded in an art-historical context that has come to allow for an interactive moment in public space as an artistic product worthy of analysis. But the language surrounding the practice is still up for grabs. In her article "The Social Turn: Collaboration and Its Discontents," published in Art-forum in 2006, Claire Bishop notes that there is a range of names for the activist wing of the less-authored practice, including "socially engaged art, community-based art, experimental communities, dialogic art, littoral art, participatory, interventionist, research-based, or collaborative art." For the sake of that article, she settled on the term social collaboration. I would agree with Bishop's use of the word social. Though no word can sum up the efforts of any group of artists, the word social—as in social encounters across social classes—helps locate this practice in an experiential and intellectual realm that also includes social studies, social work, and social housing.

However, I favor the term social cooperation over Bishop's social collaboration. There are three main reasons for this. First, in art criticism, collaboration often refers to teams such as Gilbert and George or collectives such as Group Material. It implies a shared initiation of the art, and start-to-finish coauthorship. We have no clue what Gilbert or George has independently contributed to one of their photographs, or what Doug Ashford, Julie Ault, Tim Rollins, or Felix Gonzalez-Torres individually contributed to a given Group Material installation. And even if we do understand that W. S. Gilbert wrote the words and Arthur Sullivan composed the music, there is a clear acknowledgment of equal coauthorship in a Gilbert and Sullivan opera. For many of the projects discussed in this book, collaboration is simply too far-reaching a claim to make; not all of the participants are equally authors of these projects, especially in the initiation and conceptualization. Cooperation, on the other hand, simply implies that people have worked together on a project. Even the projects on the de-authored side of the spectrum involve a self-identified artist who can claim the title of initiator or orchestrator of the cooperative venture, including the projects in which little or none of the final product is by his or her own hand. Second, calling the work cooperative situates the practice in the intellectual zone of human cooperation. There has been significant research in recent decades in the fields of evolutionary game theory, rational and irrational choice theory, theories of reciprocity and altruism, the new cognitive science of interconnection, and evolutionary economics. While acknowledging that human beings are territorial and aggressive animals, many in these fields are beginning to understand in what ways we are also a hypercooperative species. Third, understanding what social cooperation means to John Dewey and other pragmatists has helped elucidate these artists' work for me, which I discuss in the conclusion. So for the sake of this book, I call the Living Museum and projects like it "socially cooperative," and works like Key to the City "participatory" or "relational." This is not meant to be a value judgment. There are trivial and profound projects throughout the spectrum, and both the Living Museum and Key to the City struck me as brilliant and provocative in their own right. Most of the projects in this book, however, lean toward the socially cooperative, works that examine or enact the social dimension of the cooperative venture, blurring issues of authorship, crossing social boundaries, and engaging participants for durations that stretch from days to months to years.

An American Framework

While this book focuses on an American perspective, I try not to define too narrowly what it means to be an American artist. A number of the interviewees were born abroad but live in the United States now, including Pedro Lasch, Tania Bruguera, Lee Mingwei, Teddy Cruz, and Ernesto Pujol. Evan Roth was brought up here but lives in France. In fact at this point in the country's history, it would be inaccurate to represent cooperative art practice in America without a considerable representation of immigrant artists. But first let us take a couple of steps back and consider a framework for the development of this practice here in the United States.

Historical Context: Social Movements in the 1960s

These practices, of course, have a history. In my conversations with progressive activists and artists, one after another they mention that they participated in, based their techniques on, or drew inspiration from the spirit of the 1960s, particularly the civil rights movement, the counterculture, and feminism. Some of the social relations and democratic institutions created in those movements during that period were mirrors of the socially cooperative art that was simultaneously emerging. In the 1960s there were competing models of negotiation and conflict within progressive political movements. In his essay "The Phantom Community," published in 1979, the Princeton sociologist Paul Starr distinguishes between two broad categories of counterinstitutions that developed during that period:

An exemplary institution, such as a utopian community or consumers' cooperative, seeks, as the term suggests, to exemplify in its own structure and conduct an alternative set of ideals.... Compared with established institutions, it may attempt to be more democratic in its decision-making, or less rigid and specialized in its division of labor, or more egalitarian in its distribution of rewards.... In contrast, an adversarial institution, such as a political party, a union, or a reform group, is primarily concerned with altering the social order. Oriented toward conflict, it may not exhibit in its own organization all the values that its supporters hope eventually to realize.

In Starr's dichotomy, cooperative action is associated with the egalitarian and democratic exemplary institutions, while conflict is associated with the adversarial groups. But the dialectic is not rigid, and Starr points out that some of the most famous adversarial groups in the 1960s also sought to be exemplary. He cites, for example, conflict-friendly community organizing within the civil rights movement, as well as Students for a Democratic Society (SDS), which was adversarial in many of its tactics but engaged in "extremes of participatory democracy" in an attempt to exemplify the changes that it was fighting for in society. It is the practices of exemplary groups like these that resemble most closely the practices of socially cooperative artists.

Civil Rights and Community Organizing

A number of the artists in this book cite the civil rights movement as an inspiration, including Wendy Ewald, who was stirred by the black power movement in Detroit as a kid; Brett Cook, who cites civil rights ideology; and Rick Lowe, who participated in African American activism in Houston. 9 But in the 1960s the civil rights movement was divided between the rhetoric of collective action most eloquently presented by Martin Luther King Jr. and a more radical politics of confrontation espoused by leaders like Stokely Carmichael and Malcolm X. Cook refers in his interview (chapter 10) to King's principle of a "network of mutuality," a term he often used, including in his final Sunday sermon on March 31, 1968, five days before he was assassinated: "Through our scientific and technological genius we have made of this world a neighborhood, and yet we have not had the ethical commitment to make of it a brotherhood.... We must all learn to live together as brothers. Or we will all perish together as fools. We are tied together in the single garment of destiny, caught in an inescapable network of mutuality." King's goal is not only economic justice but interpersonal interconnection, a model of anti-individualist mutuality. Steeped in Gandhian nonviolence and a Christian ethic of brotherhood, King sees this mutuality as both desirable and inevitable. We are not only seeking interconnection, we are "caught" in this "inescapable network." But by the mid-1960s alternative voices were emerging. The Student Nonviolent Coordinating Committee (SNCC) was morphing into an increasingly radical counterinstitution. It had hailed the power of "redemptive community" in its Statement of Purpose in 1960 and had recruited countless northerners to engage in cooperative organizing in the South in the early 1960s. But an sncc memo from 1964 shows a growing frustration with the personal, self-actualizing impulse of some who were joining the civil rights fight. Lamenting their "bourgeois sentimentality," the memo notes, "Some of the good brothers and sisters think our business is the spreading of 'the redemptive warmth of personal confrontation,' 'emotional enrichment,' 'compassionate and sympathetic personal relationships,' and other varieties of mouth-to-mouth resuscitation derived from the vocabulary of group therapy and progressive liberal witch doctors." Here the philosophy of cooperation is described as unsuited to the urgent work of resisting oppressive racism. This critique of cooperative action as accommodation and compromised liberalism is still leveled at socially cooperative projects, be they political or artistic.


Excerpted from WHAT WE MADE by TOM FINKELPEARL Copyright © 2013 by Duke University Press. Excerpted by permission of DUKE UNIVERSITY PRESS. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Table of Contents


Conclusion Pragmatism and Social Cooperation....................343
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