Raising Questions @DAI roaming assembly #8: Tell me your secret. An improvisation on teaching methods in art ~ convened by Ruth Noack.
Imagine a seminar in contemporary Art Education, in which future art educators investigate their prospective knowledge: Which questions would be relevant to them? How would these questions change (or hack) their current understanding of knowledge and ways of learning? In other words, “what can we learn from this seminar beyond what it wants to teach us” (Rogoff 2012, p. 33)? The following questions were raised by the use of different exercises. The setting includes a speed dating with certain given questions. During the process, the authorship of the raised questions becomes blurred. They were sometimes answered with e.g. a pre-enactment of a future art educators’ congress, through researching literature, reflecting on biographies, conducting interviews with other teachers or students, or within staged, experimental workshops (for more output, see: http://aligblok.de/fragen). Here are some raised questions:
How to hack a curriculum? How can I communicate about art I personally don´t like? How can I encourage children to do what they want, if I still don´t know what I want? What does “critical” mean? Who talks about art and how? How is art education related to science fiction? Why is it still important to learn drawing at school? How can I learn to be a good art teacher? What are we going to learn in this seminar? Who owns artworks students create in a collaborative process? How can I evaluate such collaborative results? What do pupils in elementary schools imagine art lessons to be? Is it possible to teach without producing competition? Would you fuck with your teacher/student? Why yes/not? Could we quit learning? […] Why are the above questions related to a shift rather than another turn in art education? Any critical or theoretical thinking aims at sharpening awareness in the analyzed situation instead of just solving a problem (cp. Rogoff 2007, p. 37). The ability to collectively raise questions on a not yet fully known subject can be the first step towards a microevolution (Acaso 2013) . Knowledge, not yet taught but already questioned – as it finds itself in a constant state of crisis – can be understood as a starting point for a process of continuous transformation: #shift.
So, what are the questions you would raise towards a Next understanding of Art Education?
Are some teaching methods more suited to certain artistic “disciplines”? which? And why?
Can teaching art become a way of learning/studying/practicing art?
Can we do both at the same time: teaching and making art?-> What would this art look like?
Can you teach art by being a good teacher and know nothing about art? What makes a good teacher?
Could we quit learning?
Could you give an example of your method, or a memory of, when you had to teach someone where you could not enter or understand their practice?
Do art teachers must train as teacher? Because min most Art Academy the teachers are artists.
Do I need a teacher to learn?
Do you agree with the idea, that in order to become an Artist the good thing to do is to try as many educational systems as possible?
Do you think the relationship between you and the unionized workers would change if the relationship would formalize and there was an assessment on the end? (of your and their work, outcome etc.)
Does art need to be taught?
Does teaching art help the art educator to better understand why art is important?
How affection can help to improve the way we learn from each other (including teacher-student relation)?
How are we crafting the opposites, when one pulls as much as the other – How to craft those moments in art teaching that diffuses separations btw the art of teaching & being a pupil?
How aware we are how much we teach for ourselves and how much we teach for others?
How can an artist maintain complete freedom of thought + expression while engaging in the “practical”/objective human world?
How can the invisible vulnerability of the teacher be activated to serve its visible Power Position?
How can the teacher student relation become an exchange, instead of broadcasting?
How can we as educators exist as antenna’s– transmit & receive? Is there a methodology to this fluidity?
How can we establish a common ground before teaching art? In order to teach art we have to reformate positions, such as student/teacher.
How far does transmission go under an authoriative teaching method?
How is it possible to maintain a dialogue between your art practice and teaching practice without exploiting your students?
How to delegate between what should and what can be done?
How to negotiate between authority and leadership/followership?
How will/can equal-intimate authority be?
In how far can we create a “learning together” instead of teacher teaching students? (Without denying >Powerstructure)?
Is art like other Subjects? (like math, history…)
Is art teaching a method or at the end is just a relationship of articulated matters?
Is it easy to forget how was it to be a student, while being a teacher?
Is it important for everyone in a class to succeed? Why? Discuss.
Is it possible to have a really equal relationship between student & teacher?
Is it possible to have students speaking in this panel about teaching?
Is it possible to learn Art? / How to teach Art?
Is it possible to stop dividing between body/ mind (or theory / practice) while Teaching? (Sick of this division). Between teacher / student?
Is it possible to teach without producing competition?
Is pleasure important when teaching and learning?
Is teaching art also art practice?
Is teaching as sweet as Apfelstrudel?
Is the student already an artist, or through teaching/learning the student becomes an artist? (or does this just mean the student adapted well to the art institution?)
Next to group discussions on-on-one conversation can be extremely important in art practice (or any practice for that matter). How can you upscale such programs without losing the importance of this on-on-one contact?
Should/ can the emotional self be detached from the teacher self / the mediator self?
What “learning something” has to do with teaching?
What are relational implications* of the word “student” and “teacher”? *does the relation change if we use other words? *what could be alternative words?
What are the roles of Evaluation and Ethics?
What does it mean to be a good teacher?
What does one learn in an art school?
What if, while teaching, the teacher is learning more than the student is?
What is Agency? (No Stickers! No Ranking, it’s not a useful framework)
What is the difference between authority & power(in the context) is the art educator?
What is the difference when some say “teaching” and some say “education”?
When you are standing in front of a group of pupils in the role of a teacher are you (by definition) always teaching or does that depend on what you do/say/show?
Who has Agency? (If you don’t mind please do not rate/rank this question, thank you)
Why do we need a method?
Why teaching in a formal setting (School, University, etc.) is prioritized over knowledge shared and gained elsewhere?
Will I ever be a teacher?
Would art education change if the teachers had to pay for taking the positions and students get payed for studying?
Would you fuck with your teacher/student? Why yes/not?