This article is based on a paper presented at the 2011 College Art Association annual conference in New York City. My co-author (Jody Baker) and I argue that open source culture can be incorporated into a curriculum which can be understood as performative-based rather than representational – a temporal epistemology centered on critical inquiry of media and an ongoing discovery of creative ways of interacting with and understanding social experience. This paper addresses the following topics: the theory of emergent knowledge in relation to pedagogy, how emergent knowledge connects to open source culture and current remix practices, the integration of open source culture into art and media curriculum, and some anticipated outcomes of restructuring the classroom to an open space of learning. In thinking about these ideas, we reflect upon previous online teaching experiences as we develop a pedagogical approach for a course examining remix culture.
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Citation: May, H. & Baker. J. (2011). Opening up to a digital space of emergence in art pedagogy. Media-N: CAA Conference Edition, (pp. 20-25). New York: Journal of the New Media Caucus, Available at: http://median.s151960.gridserver.com/?page_id=431