Teaching Beyond the Curriculum

Abstract

This paper delves into innovative pedagogical strategies designed to expand horizons of art education beyond the confines of traditional university curricula. Central to this approach is the integration of transformative processes of learning, unlearning, and relearning. Learning, the foundational stage, involves the acquisition of fundamental artistic skills and knowledge within the established curriculum. The paper argues that mere accumulation of technical proficiency may limit artistic expression. The second phase (Unlearning), encourages students to challenge preconceived notions, shed outdated practices, and break free from conventional artistic paradigms. This process is facilitated through critical inquiry, encouraging students to question established norms and explore alternative perspectives. Relearning emerges as the culminating phase, where students actively reconstruct their artistic identities. This involves synthesis of newfound insights with their existing skillset, resulting in a more dynamic and versatile artistic practice. Encouraging experimentation and risk-taking, this phase empowers students to forge innovative pathways in their creative journey. Furthermore, this paper advocates for an inclusive and adaptable curriculum that accommodates diverse learning styles and individual artistic trajectories. It emphasizes importance of mentorship, dialogue between educators and students, fostering an environment of mutual growth and inspiration. By incorporating the iterative processes of learning, unlearning, and relearning, art education transcends boundaries of conventional curriculum, empowering students to not only master technical skills but also cultivate a deeper, more authentic artistic voice. This approach not only prepares students to navigate the ever-evolving landscape of contemporary art but also encourages them to become catalysts for transformative change within the artistic community.