13430

SoSe 22: Radical Pedagogy: Educational Theory and Practice in Modern and Contemporary Art

Eric de Bruyn

Comments

In their revolt against the highly regulated, academic system of education, modern artists would often declare that “art-making cannot be taught,” allowing the notion of the “didactic” to assume a strictly pejorative sense. The truth, however, is more complex. Since the late 18th century, there has always been a deep connection between new pedagogic approaches and modern art practices. We shall approach this history from two related perspectives: On the one hand, we will examine how artistic practice is frequently given a decisive role within alternative pedagogic theories and procedures (e.g. Friedrich Froebel, Johann Heinrich Pestalozzi, John Dewey, John Ruskin, Paolo Freire) and on the other hand we will analyze how these pedagogic norms and conventions have informed new modes of art education as well artistic practice. By focusing on the theories and practices of art education, it is possible to address the complex relationship between transformations on a socio-cultural level and within the field of artistic practice. The seminar will concentrate on those experimental and innovative concepts, formats and processes of education, which have radically changed the discourse and practice of art since the 19th century. Sometimes new teaching models would emerge in unofficial networks, but they also gave shape to new educational institutions in both the West (e.g. Bauhaus (1920s), Black Mountain College (1940-50s), Hochschule für Gestaltung Ulm (1950s-60s) and the Global South (e.g. Bengal School of Art, Kolkata (1920s). We will also consider artistic activities that are explicitly focused on collective processes of learning outside of established structures (e.g. concepts of „de-schooling“ und „de-skilling“) and new formats such as the “lecture performance” and the workshop, which emerged in the context of activist art. close