When Curriculum Becomes Art Practice Educational Experience as Intentionally Disruptive Pedagogy
STEPHEN CARPENTER: Part of what I do is work with people who are preparing to be K-12 art teachers. I actually work with artists. I've taught studio-based courses in ceramics, drawing. And I'm also working with grad students who are interested in engaging in research about and through and within art practices, visual cultural practices. So there's this range of folks with whom I'm working. So one of your-- I'm trying to negotiate a place to enter, Larry. And one of the things that you said was how explicit am I with, as we've been calling it, this hidden agenda, a hidden curriculum? LARRY SUSSKIND: Not as an agenda STEPHEN CARPENTER: No, but it's the same thing, right? In many cases, it's the same thing, right? Because you have an agenda that you're trying to cover, whether it's an official agenda, we can correlate that to the official curriculum. And I'm pulling this term, these curriculum pieces from the work of George Posner ...