The Ped­a­gog­i­cal Impulse is a research-cre­ation project at the inter­sec­tions between social prac­tice, knowl­edge pro­duc­tion, ped­a­gogy, and “school.” As a site for artis­tic-research in art and edu­ca­tion it has ini­ti­at­ed a num­ber of exper­i­men­tal, crit­i­cal, and col­lab­o­ra­tive projects including:

  • a series of “artist-res­i­den­cies” that take place across a num­ber of edu­ca­tion­al sites in Toron­to, Cana­da in order to exam­ine how artists are engag­ing with ped­a­gogy as spaces for the devel­op­ment of new crit­i­cal prac­tices, and the poten­tial crit­i­cal and imag­i­na­tive engage­ments that occur when such art prac­tices are locat­ed in col­lab­o­ra­tion with schools, teach­ers, and learn­ers. The par­tic­i­pat­ing artists Sarah Feb­braro, Han­nah Jick­ling, Helen Reed, Hazel Mey­er and Rodri­go Her­nan­dez-Gomez work with col­lec­tive, par­tic­i­pa­to­ry and social meth­ods and address issues of learn­ing, know­ing, and rela­tion­al­i­ty in their exist­ing practices.
  • a liv­ing archive of inter­views about art, ped­a­gogy, and know­ing with Bar­bara Steveni, Antony Hudek, Pablo Helguera, Whoop dee doo, Hen­na Paunu, Annette Krauss and Syrus Mar­cus Ware, Loree Lawrence and Pami­la Matharu.
  • an approach to cur­ric­u­lar exper­i­men­ta­tion as “curat­ing.”
  • ongo­ing dis­cur­sive events that employ dif­fer­ent forms of action and crit­i­cal reflection.
  • the devel­op­ment of research-cre­ation as a qual­i­ta­tive method­ol­o­gy with a focus on diagramming.

For inter­re­lat­ed research-cre­ation prac­tices vis­it Walk­ingLab.

Art­work by Hazel Meyer
Web­site Ban­ner by Acme Art & Design.