Deleuze, Guattari, and Art Education

Session Type: Symposium

Abstract

This panel session presents four research and scholarly papers that examine the performance and theorization of Deleuze and Deleuze and Guattari’s conceptualizations within art education. These papers draw from understandings developed across the fields of education, contemporary art practice, and teacher education to explore and reassemble the intensive multiplicity of art education. The author’s of theses papers create an encounter with the thought of Deleuze and Guattari and provoke the call to think beyond representation, to engage in thought without image, and to implicate these understandings in: the correspondence between the making of art and the making of teaching; arts based research methodologies; affect and empathy in teaching practices; and the spatial and processual rhythms of children’s drawing.

Sub Unit

• SIG-Arts-Based Educational Research

Chair

• Inna Semetsky, The University of Newcastle

Papers

• In the Event That Art and Teaching Encounter - Charles Garoian, The Pennsylvania State University

• Becoming and Film: Visual Art Teacher Candidates and Encounters With School - Adrienne Boulton-Funke, The University of British Columbia

• Metaphors for Constructivism: An Exploration of the Aesthetic and Empathetic Dimensions of Constructivist Teaching Capacities - Renee Jackson, Concordia University - Montreal; Suzanne McCullagh, Concordia University

• The Prosthetic Materialities of Children’s Drawing: Inquiry Without Organs - Christopher Mark Schulte, University of Georgia - Athens