Saul Albert

Assistant Professor
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Saul Albert is a postdoctoral research fellow in psychology at the Human Interaction Lab at Tufts University. His research explores aesthetics and judgments of taste by studying how people communicate, create, and work together through social interaction. His background is in media, technology, and participatory performance art, which motivates his core scientific interest in how audiences and performers shape artistic practices and aesthetic experiences together through joint improvisation and interaction.

  • Career Highlights
    • Public events/performances with the People Speak at the International Symposium on Electronic Art, Sonar Festival,  Latitude Festival, the Science Museum, and Tate Britain
    • Exhibitions, residencies, and commissions include Walter Phillips Gallery at Banff Centre, Wattis Institute for Contemporary Arts, ISIS Arts, and InterSpace
    • Published articles in Taylor & Francis Online and Etnografia e Ricerca Qualitativa
    • Research on Language and Social Interaction
  • Awards
    • Recipient of Engineering and Physical Sciences Research Council Research Studentship from Media and Arts Technology Doctoral Training Centre
    • Recipient of Capital grant, Participatory Technology R&D, Hackney Council
    • Recipient of Genius Loci Spirit of Place Award, Essex County Council
  • Education
    • Ph.D., Queen Mary University of London
    • M.A., Birkbeck College, University of London
    • B.A. (hons), Central Saint Martin’s College of Art and Design

In Their Own Words

“Students should come away from my courses with the exciting feeling that they can explore their core motivations and interests in the sciences, just as much as in the arts.”

“Discovering something new about the world, and being able to demonstrate and explain it in ways that others are able to make the same discovery for themselves, is an amazingly creative activity and an immensely satisfying experience.”

“Openness to criticism and the opportunity to be proved wrong (and to take that proof on board) are valuable privileges. Being good at being wrong is good for science, good for society, and good for individuals. I would like students to leave my classes hungry to engage in reasoned, critical argument.”

“My background in the arts gives me a real appreciation for the diversity of learning and communications styles, and the importance of finding out what motivates people to learn before trying to teach them something. Setting up participatory art projects in schools, at music festivals, on London street corners, at glitzy gallery openings, and in housing projects around the world has shown me that everyone—from any background—can have a thoughtful and enjoyable conversation about any subject with the right kind of facilitation. This informs how I see my role as a teacher: to facilitate people to interact in ways that encourage openness to criticism, mutual learning, and curiosity about the world, themselves, and other people.”