Social artworks develop out of participatory art processes, which include education methods, dialogue and discussion. In 2010 the ‘educational turn’ in art, was articulated by O’Neill and Wilson who describe the prevalent use of pedagogical models as used by curators as well as artists engaged in critical art projects. They explain how lectures, classes and discussions have long been considered forms of dematerialised art practice as well as operating as a supporting role for exhibitions of art in museums and biennials. It is no longer controversial to consider participatory art projects as one of the modes of contemporary art practice, note the shortlist for the Turner prize in 2021 (Array Collective, Black Obsidian Sound System, Cooking Sections, Gentle/Radical and Project Art Works. Additionally, there are valuable descriptions of how art can be utilised for creative learning and access to gallery collections, (Allen 2011). 

Both Alex Parry and Marley Treloar’s PhD research at Coventry University is concerned with understanding the role of the workshop as a place for socialization. By posing a series of questions to the speakers they will utilise the discussion in order to further their own study. The aim of the discussion is to depart from focusing upon artistic methods as a form of individual learning and move towards advocating critical debate through the making of collective art projects.