Exploring the boundaries: performance art as a pedagogical tool in K-12 education

Abstract

Throughout history, the world of visual arts consistently changes and expands in response to current events. As the spectrum of the arts changes, curriculum must change alongside them to encourage and foster student understanding of contemporary art and its cultural significance. Performance art, a genre of contemporary art, consists of artworks that involve action, demonstrations, and/or live exhibitions. While the concept of performance art has been used by artists for ages, the ways performers interact with audiences and the array of methods that may count as performance have advanced the genre greatly in modern times. Introducing performance art in a K-12 educational setting will provide an opportunity for educators to convey themes of collaboration, innovation, spontaneity, and creative expression. Contemporary art thrives on the idea that there are limitless modalities and spaces in which to display art. Encouraging students’ understanding of performance art is key in helping them embrace these ideals and expand their individual perceptions of what may count as art, especially as performance serves as a vehicle for art that doesn’t require proficiency in fine art skills. This paper examines the ways in which performance art can be realistically introduced into class curricula. Incorporating evidence from contemporary art research, educational policies, and personal correspondence, this study exhibits that performance art is an accessible and inclusive pedagogical tool in K-12 education. Key Words: Art education; performance art; contemporary art; educational pedagogy; curriculum; mentor artist