Abstract

Abstract:

This paper conducts a thought-experiment: reflecting on the real potential of John Cage’s chance operations within a real pedagogical situation. Taking Cage’s own somewhat idiosyncratic classroom organization as a model, this article explores what might seem to be somewhat bizarre pedagogical principles within the context of art education and actual art-school teaching practice. The essay argues that such apparent bizarre-ness is not all that strange; in fact, Cage provides us with one of the best models of aesthetic education available.

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Additional Information

ISSN
1543-7809
Print ISSN
0021-8510
Pages
pp. 1-20
Launched on MUSE
2018-12-05
Open Access
No
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