IN-PERSON: Prague – Section A

Abstract

Art mediation in exhibitions has traditionally relied on an assumed universal modality of text and spoken communication. With the recent increased focus on social inclusion, museology and subsequently museum practices turn to multimodal mediation to promote accessibility for both multilingual visitors and visitors with sensory disabilities. However, the mediation needs of visitors with learning disabilities, who often have difficulty reading and expressing themselves verbally, are often overlooked in these practices. This participatory study therefore engaged members of a day center in exploring their art experiences and mediation preferences at a contemporary art exhibition. For two months, six participants with a learning disability visited the same exhibition every week and participated in weekly workshops centred on the artworks they selected. Data were collected through observations of participation and informal conversations with participants, as well as informal conversations and interviews with their support workers. These methods were adapted to each participant’s communication preferences to document both verbal and non-verbal feedback, and to develop a close dialogue. Findings show the conditions under which the use of written and spoken language in art mediation is inclusive for visitors with learning disabilities. Moreover, different mediation strategies applied to each sense are discussed. In conclusion, we reflect on the broader inclusive potential of the lessons learned.