Think we're pretty much in agreement here!

Thanks for the discussion, Alan


On Thu, 14 Oct 2010, Curt Cloninger wrote:

>> The best art teaching I've seen (and hopefully articipated in) was Lutz
>> Presser's in Tasmania, and David Askevold's at Nova Scotia; in both cases,
>> they/we assumed the students were already artists/agents, and treated them
>> as such. So making art became a cooperative effort - sharing techniques
>> when needed, but not imposing anything. And believe it or not, everyone
>> rose to the occasion. It's as if nothing was taught at all but everything
>> was learned. It was astonishing.
>
> This sits well with me as a pedagogical practice. It makes me think
> of Ranciere's "Ignorant Schoolmaster." If I am the teacher/explicator
> with the correct answer, then in order to liberate my students with
> my wisdom and knowledge, I first have to convince them that they
> aren't yet liberated. This is a form of oppression masquarading as
> emancipation. As the situationists say, "Don't liberate me. I'll take
> care of that."
>
> I, as the teacher, don't arbitrate/decide "what matters." But the
> student still must decide this for herself. That is her own pragmatic
> question as a practicing artist. Because she has been thrown into the
> world with a body that can act on things and with a limited amount of
> time to live. She is the steward of this body and time. So the art
> work she makes must at least matter to her; otherwise she would spend
> her time, money, and bodily energy on some other activity she deemed
> more worthy.
>
> What kind of pedagogy best comes alongside my student and helps her
> discover what matters to her? That becomes my own "pragmatic"
> question as a practicing teacher.
>
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