Author: Megan Gafford

Experiments in Nurturing Classroom Curiosity

Last semester, I was asked to teach a class about “socially engaged art” for the University of Colorado Denver, where I am an adjunct professor for the studio arts program. I was both surprised—did they know I gave a lecture at the University of New Orleans titled “Against Political Art” in 2017?—and delighted, because it was my first opportunity to teach an upper level discussion course, instead of introductory drawing and painting classes that focus on technical skills. The structure of the course was two-part, with half our time spent in class discussions and the other half as studio hours for students to create their own socially engaged art. Because my goal was to prepare the students intellectually to create such work, their opinions about sociopolitical issues were central to the course. And because university campuses have developed a reputation for intellectual intolerance, I suspected that this class would become either an echo chamber or a powder keg. After the students shared their interests, I placed my bets on the powder keg: their views ranged …