Can a classroom become a site of intentional public disruption?
In short: This video explores a shift in art education where the focus moves from creating physical objects to engaging with the world. It examines how curriculum can be designed as a form of intentionally disruptive pedagogy.
The presentation, led by B. Stephen Carpenter II and visiting artist Larry Susskind, examines the evolution of art practice. It highlights a movement away from materials-based practice toward art as a method of social and public engagement.
By framing educational experience as 'intentionally disruptive pedagogy,' the course explores the responsibility of the artist and the educator. It challenges students to view the curriculum not just as a set of instructions, but as a space for active interaction with the world.
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Sources
- Summary by Intellect · source: When Curriculum Becomes Art Practice: Educational Experience as Intentionally Disruptive Pedagogy
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