color: black;">ABSTRACT:

DARE: Disrupting Curriculum with Liveness, Towards New Classroom Ecologies.

In this paper, I present DARE (Disruptive, Artistic, Reflexive, Exploration), a methodology that emerged from a research study carried out between 2018 and 2021, which brought live art in secondary education: a disruptive, improvisatory, and responsive practice that contrasts with institutional pedagogy. DARE builds on a radical constructivist educational theory (Glasersfeld, 1996) that embraces disruption, discomfort, and conflicts as dialogic knowledge production (Piaget, 1970; Schrag, 2015)). Through action research, I have examined and tested how pedagogical elements of live art can contribute to young people's development. DARE proposes to reconfigure disruption as a pedagogical tool that respects the political, ethical, and social underpinning of artistic responses by students, challenging notions of best practice in art education (Atkinson, 2018) towards new ecologies of becoming (Chappell, 2022). Students’ responses show how an embodied, material, and conversational practice can mobilise individual and social agency (Giroux, 2017). Findings show how live art makes visible affective elements including emotions, vulnerability, resistance, and unpredictability that the current education system tends to eradicate. When enacted and embraced as learning, these can transform curriculum design towards considering creative modes of being that supports responsibility, self-construct, and agency for learning to be-in-the-world (Biesta, 2022).

Keywords: Agency, Becoming, Disruption, Ecologies, Embodiment, Live Art, Pedagogy.

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