Sharing the Game, developed during the 10th EPRAE (Meeting on Research Practices in Art Education), served as an introduction, a test, and a catalyst for MINA. It sharpened our attention to what artistic practice can involve in shared situations, such as presence, attention, and relational engagement, as well as to the forms of knowledge circulating between those involved.
In a context where everyone shared a background in doctoral research in Art Education, the intention was simple: to get to know one another’s practices. Instead of emphasising methodologies or definitions, we proposed two games that supported the sharing of how each of us thinks and positions ourselves within our own practice. Getting to know one another’s practices was not about extracting information, but about acknowledging that mutual recognition is, in itself, both learning and teaching.
From this starting point, we aimed to create space for each practice to present itself in a playful and accessible way, free from the rigid formats of usual academic meetings, and to affirm sharing as a principle of artistic research, one that reveals learning through relation: in how attention shifts, hierarchies loosen, and responsibility towards one another takes shape within the inquiry.
