“All artists are alike. They dream

of doing something that’s more

social, more collaborative and

more real than art.”

- Claire Bishop

deadened by mediation

“There’s a whole thread of “life is better than art” dating

at lest to the time of Wordsworth, right through Emerson

and Whitman, to John Dewey and beyond, emphasizing

art as experience, trying to blend art back into life.”

– Allan Kaprow

William Pope L. Pull

To create a curriculum

that is

Experiential &

Liberating

ExperientialStudents learn to view themselves as active & creative agents in their community

and environment

ExperientialStudents learn to view themselves as active & creative agents in their community

and environment

Students take on real-life __________ outside of the classroom

ExperientialStudents learn to view themselves as active & creative agents in their community

and environment

Students take on real-life __________ outside of the classroom

Students gain life skills by having to conduct real-world communication, marketing

/outreach, and presentation to and with members in the community

Liberating

Students see the world as a ready-made, waiting to be explored and re-imagined

Liberating

Students see the world as a ready-made, waiting to be explored and re-imagined

Students see art and creativity as a means of making changes in the world

Liberating

Students see the world as a ready-made, waiting to be explored and re-imagined

Students see art and creativity as a means of making changes in the world

Students learn that through creative acts life can be as mysterious, funny or

wonder-filled as they wish it to be

How can the history and theories

of performative social practices

help guide my teaching?

Identity

Alliance

Intentional

Identity

Teacher develops a

community project around

identity

IdentityWhat constitutes identity?

IdentityWhat constitutes identity?

How can we help students explore identity

beyond ethnicity, culture and geography?

IdentityWhat constitutes identity?

How can we help students explore identity

beyond ethnicity, culture and geography?

Do I really believe in the idea of essential

identity?

IdentityWhat constitutes identity?

How can we help students explore identity

beyond ethnicity, culture and geography?

Do I really believe in the idea of essential

identity?

What happens do kids who do not fit within

the neat packages of conventional identity?

IdentityWhat constitutes identity?

How can we help students explore identity

beyond ethnicity, culture and geography?

Do I really believe in the idea of essential

identity?

What happens do kids who do not fit within

the neat packages of conventional identity?

How do we help students move from

passive to active understanding of the

other?

Alliance

Students develop &

complete a socially engaged

project with an established

school group with which

they share an interest or

passion

Alliance

How do we help the students who haven’t

found that interest or hobby because they

have been too busy being the “good

student”?

Alliance

How do we help the students who haven’t

found that interest or hobby because they

have been too busy being the “good

student”?

How do we help students discover that their

interest and passions outside the classroom

are worthy of investigation and celebration in

the classroom?

Alliance

How do we help the students who haven’t

found that interest or hobby because they

have been too busy being the “good

student”?

How do we help students discover that their

interest and passions outside the classroom

are worthy of investigation and celebration in

the classroom?

How do we help students gain the skills and

confidence to do formal presentations, reach

out, communicate to and find support from

others?

Intentional

Students create an

intentional community

centered around a

performative project,

gathering or event

Why the Performative?

Why the Performative?

Why the Performative?

Not ritual, not routine

IntentionalHow do I identify, research and share

relevant examples of performative and

social practices without confusing myself

and myself and students?

IntentionalHow do I identify, research and share

relevant examples of performative and

social practices without confusing myself

and myself and students?

How do I teach outside my experience,

and personal strengths in regards to

public speaking and performance? What

strategies do I use to teach them to

move towards the performative?

IntentionalHow do I identify, research and share

relevant examples of performative and

social practices without confusing myself

and myself and students?

How do I teach outside my experience,

and personal strengths in regards to

public speaking and performance? What

strategies do I use to teach them to

move towards the performative?

How do I make clear to the students why

we are looking at and doing perrformative

work at all in a visual art class?

The People’s Choice Group Material

Silver Action (2013) Suzanne Lacy

Blitz-and-Ball Sale David

Hammonds

Haircuts by Kids Ben Pr

The Situationists International