<p>Abstract:</p><p>This paper conducts a thought-experiment: reflecting on the real potential of John Cageâs chance operations within a real pedagogical situation. Taking Cageâs own somewhat idiosyncratic classroom organization as a model, this article explores what might seem to be somewhat bizarre pedagogical principles within the context of art education and actual art-school teaching practice. The essay argues that such apparent bizarre-ness is not all that strange; in fact, Cage provides us with one of the best models of aesthetic education available.</p>
The Journal of Aesthetic Education – University of Illinois Press
Published: Dec 5, 2018
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