This approach, which has been taking shape since the mid-1990s, inter alia in the art education debate in Germany, seeks to align art education in terms of methodology and structure with its subject-matter. The central theoretical references are of post-structuralist origin: Gilles Deleuze and Felix Guattari; Jacques Derrida; Jacques Lacan. Central aspects in “art education as a continuation of art” (1) include avoiding content closure movements, and instead recognizing the unclosable nature of interpretation processes in the engagement with works of art. Speaking about art is accordingly understood as an unavoidable and productive, but ultimately not finally achievable, addressing of a lack or a desire (2). Failing, stuttering, “speaking gaps” (3), confronting the limits of language and understanding and the associated destabilization of subjects are seen as constitutive elements for learning and education processes (4). Preference is therefore given to methods that themselves have a performative artistic character, which point to the openness of semiosis and evoke self-reflexivity in the pedagogical situation. Art and the related education activity are highlighted in terms of their socially relevant potential to produce disruptions and irritations of the perceived “normal”.
One example of the effort to develop artistic art education in Germany has been documented by the Kunstcoop© group; cf. NGBK (ed.): Kunstcoop©, Berlin 2002.
(1) Eva Sturm: "Vom Schiessen und vom Getroffen-Werden. Kunstpädagogik und Kunstvermittlung 'Von Kunst aus'", in: Karl-Josef Pazzini et al. (ed.): Kunstpädagogische Positionen 7, 2005, Hamburg.
(2) Sturm: Im Engpass der Worte, loc. cit.
(3) Ibid.
(4) Karl Josef Pazzini: "Kunst und Bildung. Lösungen für Ich-starke Persönlichkeiten", in: Landesverband der Kunstschulen Niedersachsen (ed.): Bilden mit Kunst, 2004, Bielefeld, pp. 31–48. Cf. the statements of Ziegenbein, Distelberger, Landkammer, Wienand, Wiegand.
Literature
- Pierangelo Maset: Ästhetische Bildung der Differenz, 1995, Stuttgart.
- Karl-Josef Pazzini: "Kunst existiert nicht, es sei denn als angewandte", in: Bauhaus-Universität Weimar, Brigitte Wischnack (ed.): Tatort Kunsterziehung. Thesis. Wissenschaftliche Zeitschrift der Bauhaus-Universität Weimar 46, 2, 2000, pp. 8–17.
- Karl Josef Pazzini: "Kunst und Bildung. Lösungen für Ich-starke Persönlichkeiten", in: Landesverband der Kunstschulen Niedersachsen (ed.): Bilden mit Kunst, Bielefeld 2004. pp. 31–48.
- Eva Sturm: "Vom Schiessen und vom Getroffen-Werden. Kunstpädagogik und Kunstvermittlung 'Von Kunst aus'", in: Karl-Josef Pazzini et al. (eds.): Kunstpädagogische Positionen 7, 2005, Hamburg.
- Eva Sturm: Im Engpass der Worte, 1996, Berlin.