Abstract
In this chapter, Richardson reflects on a graduate art education course he co-taught that had students reflect on the philosophical ideas developed by Deleuze and Guattari as the foundation for igniting discussion and producing artworks. The pedagogical process that produced in-depth conversations and unique artworks belied easy categorization. Deleuze and Guattari’s ideas opened students to novel thinking and unique approaches to artmaking in ways that conventional pedagogical approaches to studio art practices seem unable to replicate. This chapter seeks to articulate a pedagogical approach to teaching and learning corresponding to Deleuze’s concept of the fold as an endlessly connected plane of experience, what the author refers to as a folding pedagogy that presupposes no particular outcome, but rather opens students to thinking produced within endless encounter.
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Richardson, J. (2017). Folding Pedagogy: Thinking Between Spaces. In: jagodzinski, j. (eds) What Is Art Education?. Education, Psychoanalysis, and Social Transformation. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-48127-6_4
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DOI: https://doi.org/10.1057/978-1-137-48127-6_4
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