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Through a process-oriented analysis of the Copenhagen-based art project The Hill, this article explores the pedagogical potentials of the concept performative experimental community. The aim is to propose ideas and strategies for teacher certification courses and university programs that stimulate students to reconsider the role of art education in the current political, economical, and environmental situation. Central questions addressed by the article are: What is the potential for using art and education to explore alternative ways of living and of being? How can art educators challenge individualist self-understandings through new forms of togetherness? How can we create fissures in neo-liberal educational agendas? In the conclusion, six key notions are presented, followed by a brief discussion of performative experimental community as approach, content, and pedagogy for becoming art teachers.