Arts pedagogy as introduction of ‘strangeness’: disruptive aesthetic discourse and the concern for ‘student satisfaction’

Art practice can be seen to challenge normative perspectives through a disruptive discursive and aesthetic presence. Such creative interjection may be seen as Rancière terms it in Dissensus as an introduction of ‘strangeness’ for an audience, and in learning situations. I will explore forms of creative release in critical pedagogy, and possible boundaries of such interactions, through what I have observed to be conditions for ‘student satisfaction’ as a positive response to learning. Concerns about positive responses could potentially shape the kinds of disruptions introduced in arts pedagogies, and in workshops with artists. Consideration of the affective factors of social relation are therefore of relevance to the discussion. This reflection has emerged in connection with experiences in teaching on arts practice modules on postgraduate and undergraduate courses. The conference audience will be invited to discuss different forms of address, as may be offered by artists in pedagogical situations. Theoretical input from existentialism, as disruption of the privileged comfort zone, and posthumanism in relation to affirmative affective interaction will also input to the discussion.