My curriculum is an assemblage. It is not pretty and perfect on paper (although I try my hardest on Google calendar and the gazillion spreadsheets I've made ) but when put into process my curriculum accounts for the students, encounters, lines of flight, and all the little nuances of an art classroom environment. I teach artmaking with a developed plan of process. I teach students PLAY, SKILL BUILDING, KNOWLEDGE BUILDING, and help them make PERSONAL CONNECTIONS. After all these processes are are achieved, we make art that has MEANING.
I recently took a graduate class at The Ohio State University and the word assemblage was part of a new language we learned from the philosopher Deleuze. We used process to understand his concepts. I didn't always understand the class material in readings or when we were given assignments. As soon as I dove into the process however, concepts became clearer and understanding happened.
This is how I want my students to learn---with moments of discovery and new understandings. I don't want the curriculum to be all about producing pretty things for spectators to gasp at, but a curriculum that is deep and considers more than fancy new tools---it considers the student.
My goal is to include the iPads in all parts of my curriculum and enhance the process of artmaking that I believe is so important to a contemporary art curriculum. Stay tuned...