Skip to content
1981
  1. Home
  2. A-Z Publications
  3. Art & the Public Sphere
  4. Volume 11, Issue 1
  5. Article
Politicizing Artistic Pedagogies: Disciplines, Practices, Struggles
  • ISSN: 2042-793X
  • E-ISSN: 2042-7948

Abstract

Artworks operating at the intersection of art and education often attempt to challenge dominant education systems in suggesting alternative pedagogical models that could function outside the official academic realm, proposing radical changes to the latter. However, the lack of continuity of alternative education models implemented by artists and curators within universities’ art and design departments fails to provide a longer-term change. This article stems from our research on the , a recent shift from spectatorship to usership according to which artists and curators tend to create art projects which situate themselves as part of a broader usership. Using an autoethnographic approach, we will analyse how the principles of the art group Arte Útil intersects with the undercommons. Hence, we explore how they apply an alternative method, through participatory curriculum planning, as a tool for change within the institution of education.

© 2022 Intellect Ltd
Loading

Article metrics loading...

/content/journals/10.1386/aps_00072_1
2023-02-07
2024-12-05
Loading full text...

Full text loading...

References

  1. Abse Gogarty, L.. ( 2017;), ‘ “Usefulness” in contemporary art and politics. ’, Third Text, 31:1, pp. 117–32.
     [Google Scholar]
  2. Adams, T. E.,, Ellis, C., and Jones, S. H.. ( 2017;), ‘ Autoethnography. ’, The International Encyclopedia of Communication Research Methods, Hoboken, NJ:: John Wiley & Sons, Ltd;, pp. 1–11.
     [Google Scholar]
  3. Ahmed, S.. ( 2019), What’s the Use? On the Uses of Use, London:: Duke University Press;.
     [Google Scholar]
  4. Bertrand, S.. ( 2019), Useful Curating, Limerick:: Ormston House;, https://ormstonhouse.com/wp-content/uploads/2019/09/tsp_useful-curating_final.pdf. Accessed 5 January 2021.
     [Google Scholar]
  5. Bishop, C., and Bruguera, T.. ( 2020), Tania Bruguera in Conversation with Claire Bishop, New York:: Fondacion Cisneros;.
     [Google Scholar]
  6. Bradley, W., and Esche, C.. ( 2007), Art and Social Change: Acritical Reader, London:: Tate Publishing;.
     [Google Scholar]
  7. Bruguera, T.. ( 2002–09;), ‘ Cátedra Arte de Conducta. ’, http://www.taniabruguera.com/cms/492-0-Ctedra+Arte+de+Conducta+Behavior+Art+School.htm. Accessed 24 May 2020.
  8. Bruguera, T.. ( 2016;), ‘ Reflexions on Arte Útil. ’, in N. Aikens,, T. Lange,, J. Seijdel, and S. ten Thije. (eds), What’s the Use? Constellations of Art, History and Knowledge: A Critical Reader, Amsterdam:: Valiz;. pp. 316–17.
     [Google Scholar]
  9. Brunner, C., and Raunig, G.. ( 2015), From Community to the Undercommons. Preindividual – Transindividual – Dividual – Condividual. Open! Platform for Art, Culture & the Public Domain, Amsterdam:: Stichting Open!;.
     [Google Scholar]
  10. Byrne, J.. ( 2010;), ‘ Critical autonomy: Inside out–outside in. ’, The Autonomy Newspaper #1: Positioning, pp. 14–21.
     [Google Scholar]
  11. Byrne, J.. ( 2020;), ‘ Negotiating jeopardy. Use value, the body ad political dissent: The autonomy project revisited. ’, Decentralising Political Economies, https://dpe.tools/resources/negotiating-jeopardy. Accessed 4 January 2020.
     [Google Scholar]
  12. Byrne, J.,, Estupiñán, G. M., and Saviotti, A.. ( 2017;), ‘ Asociación de Arte Útil: A nomadic and multiform platform for usership. ’, Journal for Research Cultures, 1:2, pp. 1–17.
     [Google Scholar]
  13. Castelblanco, F.. ( 2011;), ‘ The para-site school. ’, https://parasiteschool.org/. Accessed 24 May 2020.
  14. Dewey, J.. ( 1923), Democracy and Education: An Introduction to the Philosophy of Education, New York:: Palgrave Macmillan;.
     [Google Scholar]
  15. Dewey, J.. ( 1986;), ‘ Education as politics. ’, in J. A. Boydston. (ed.), The Collected Work of John Dewey: Middle Works, Carbondale, IL:: Southern Illinois University Press;, pp. 335–36.
     [Google Scholar]
  16. Dockray, S.. ( 2012), External Program, London:: Frieze;.
     [Google Scholar]
  17. Freire, P.. ( 2018), Pedagogy of the Oppressed, , 50th anniversary ed.., London:: Bloomsbury Publishing;.
     [Google Scholar]
  18. García Canclini, N.. ( 2019;), ‘ Tequiografías: Reimaginating interculturality. ’, Visible Project, https://www.visibleproject.org/blog/text/tequiografias-reimaginating-interculturality/. Accessed 24 May 2020.
     [Google Scholar]
  19. Godínez Nivón, D.. ( 2010;), ‘ Tequiografías. ’, Daniel Godínez Nivón, https://www.danielgodineznivon.com/Tequiografias. Accessed 24 May 2020.
     [Google Scholar]
  20. Graham, J.,, Graziano, V., and Kelly, S.. ( 2016;), ‘ The educational turn in art: Rewriting the hidden curriculum. ’, Performance Research, 21:6, pp. 29–35.
     [Google Scholar]
  21. Harney, S., and Moten, F.. ( 2013), The Undercommons: Fugitive Planning and Black Study, London:: Minor Compositions;.
     [Google Scholar]
  22. Helguera, P.. ( 2010;), ‘ Notes toward a transpedagogy. ’, in K. Ehrlich. (ed.), Art, Architecture and Pedagogy: Experiments in Learning, Valencia, CA:: Viralnet.net;, pp. 99–112, https://www.blurb.com/books/1347259-art-architecture-pedagogy. Accessed 13 September 2021.
     [Google Scholar]
  23. hooks, b.. ( 1994), Teaching to Transgress: Education as the Practice of Freedom, London:: Routledge;.
     [Google Scholar]
  24. hooks, b.. ( 2014), Teaching to Transgress: Education as the Practice of Freedom, London:: Routledge;.
     [Google Scholar]
  25. Muñiz-Reed, I.. ( 2018;), ‘ Use the museum. ’, in S. Kantor, and L. Santomán. (eds), Tania Bruguera: Talking to Power/Hablándole al poder, San Francisco, CA and Mexico City:: Yerba Buena Center for the Arts and MUAC, Museo Universitario Arte Contemporáneo, UNAM;.
     [Google Scholar]
  26. Open School East ( 2013), ’Featured’, http://www.openschooleast.org/. Accessed 24 May 2020.
  27. Quaintance, M.. ( 2015;), ‘ Teleology and the Turner Prize – or utility and the new conservatism. ’, e-Flux Conversations, 8 December, https://conversations.e-flux.com/t/teleology-and-the-turner-prize-or-utility-the-new-conservatism/2936. Accessed 13 October 2021.
     [Google Scholar]
  28. Raunig, G.. ( 2014;), ‘ Inventing the (art) institution of the common. ’, in The Public Commons and the Undercommons of Art, Education and Labor, Giessen:: Justus Liebig University Giessen;, pp. 143–48.
     [Google Scholar]
  29. Saviotti, A., and Fiocco, F.. ( 2021;), ‘ The “usological turn” and the intersection of macrocosm with microcosm. ’, Decentralising Political Economies, 2 September, https://dpe.tools/resources/the-usological-turn-and-the-intersection-of-macrocosm-with-microcosm?preview_id=428&preview=true. Accessed 19 April 2021.
     [Google Scholar]
  30. Szreder, K.. ( 2017;), ‘ Exercises in the curatorial open form: On the example of exhibition making use. Life in postartistic times. ’, Art & the Public Sphere, 6:1&2, pp. 51–67.
     [Google Scholar]
  31. Szreder, K.. ( 2021;), ‘ Patainstitutional research. On thought sustaining environments. ’, JOAAP, https://joaap.org/patainstitutional/kuba.htm. Accessed 13 October 2021.
     [Google Scholar]
  32. Telic Arts Exchange ( 2007;), ‘ The public school. ’, http://telic.info/the-public-school. Accessed 24 May 2020.
  33. Thorne, S.. ( 2017), School: A Recent History of Self-organized Art Education, Berlin:: Sternberg Press;.
     [Google Scholar]
  34. Van Abbemuseum ( 2014;), ‘ Director Charles Esche talking about Museum of Arte Útil. ’, Youtube, 26 February, https://www.youtube.com/watch?v=Lr9j7MhPXuU&t=36s, Accessed 24 May 2020.
     [Google Scholar]
  35. Vàzquez, R.. ( 2020), Vistas of Modernity: Decolonial Aesthesis and the End of the Contemporary, Amsterdam:: Mondriaan Fund;.
     [Google Scholar]
  36. Virno, P.. ( 1996;), ‘ Virtuosity and revolution: The political theory of exodus. ’, in M. Hardt, and P. Virno. (eds), Radical Thought in Italy: A Potential Politics, London:: University of Minnesota Press;.
     [Google Scholar]
  37. Westin, M.. ( 2017;), ‘ Escuela de Arte Útil: A proto-institution implementing performance as usefulness. ’, Art & Education, October, https://www.artandeducation.net/schoolwatch/158874/escuela-de-arte-til-a-proto-institution-implementing-performance-as-usefulness. Accessed 24 May 2020.
     [Google Scholar]
  38. Wright, S.. ( 2013), Toward a Lexicon of Usership, Eindhoven:: Van Abbemuseum;.
     [Google Scholar]
  39. Wright, S.. ( 2018;), ‘ The usological turn: An interview with Stephen Wright of the interview [interviewed by Yıldız, O. and Kocadere, N.]. ’, SALT, https://blog.saltonline.org/post/173507131854/the-usological-turn-an-interview-with-stephen. Accessed 28 December 2021.
     [Google Scholar]
  40. Byrne, John, and Saviotti, Alessandra. ( 2022;), ‘ Hacking education: Arte Útil as an educational methodology to foster change in curriculum planning. ’, Art & the Public Sphere, Special Issue: ‘Politicizing Artistic Pedagogies: Disciplines, Struggles, Teachings’, 11:1, pp. 99–114, https://doi.org/10.1386/aps_00072_1
     [Google Scholar]
/content/journals/10.1386/aps_00072_1
Loading
  • Article Type: Article
Keyword(s): Arte Útil; constituent museum; critical pedagogy; hacking education; piggybacking; the undercommons; usological turn

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error