Arts pedagogy as introduction of ‘strangeness’: disruptive aesthetic discourse and the concern for ‘student satisfaction’

Matthews, Miranda. 2019. 'Arts pedagogy as introduction of ‘strangeness’: disruptive aesthetic discourse and the concern for ‘student satisfaction’'. In: Radical Practices Symposium. Ruskin School of Art, United Kingdom 22 January 2019. [Conference or Workshop Item]

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Abstract or Description

Art practice can be seen to challenge normative perspectives through a disruptive discursive and aesthetic presence. Such creative interjection may be seen as Rancière terms it in Dissensus as an introduction of ‘strangeness’ for an audience, and in learning situations. I will explore forms of creative release in critical pedagogy, and possible boundaries of such interactions, through what I have observed to be conditions for ‘student satisfaction’ as a positive response to learning. Concerns about positive responses could potentially shape the kinds of disruptions introduced in arts pedagogies, and in workshops with artists. Consideration of the affective factors of social relation are therefore of relevance to the discussion. This reflection has emerged in connection with experiences in teaching on arts practice modules on postgraduate and undergraduate courses. The conference audience will be invited to discuss different forms of address, as may be offered by artists in pedagogical situations. Theoretical input from existentialism, as disruption of the privileged comfort zone, and posthumanism in relation to affirmative affective interaction will also input to the discussion.

Item Type:

Conference or Workshop Item (Talk)


Arts pedagogy, Strangeness, Student satisfaction

Departments, Centres and Research Units:

Educational Studies


22 January 2019Completed

Event Location:

Ruskin School of Art, United Kingdom

Date range:

22 January 2019

Item ID:


Date Deposited:

30 Jan 2019 10:45

Last Modified:

30 Jan 2019 10:45


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