Artmaking, when used as a form of pedagogy and approached in a socially-conscious manner, has the potential to promote agency and create a democratic learning environment for students. This study examines one such project, "The Council," created by artist Adelita Husni-Bey in collaboration with former Teen Program attendees of the Museum of Modern Art. The Council is a collection of large-scale photographs created from a series of workshops in which 13 young adults imagined themselves reshaping the museum's societal role after a major global crisis. The final photographs were exhibited in the museum's main galleries, representing a participatory, socially-engaged artwork produced from a pedagogical process. While there is a prevalence of these types of pedagogy-based artworks, contemporary art literature tends to focus mainly on the artist, disregarding the participants. Therefore, from the stance of an art educator, I examined the learning experiences of the participants as well as the pedagogical framework of the artist. The reviews from the participants were overwhelmingly positive, with many noting a significant increase in their confidence and a greater sense of agency. A liberating experience of collaboration was also stated as a common experience. These outcomes were attributed to the artist's innovative use of multimodal learning and effective facilitation grounded in Francesc Ferrer's philosophy of anarcho-collectivism and integral education, as well as critical pedagogy. This study suggests that creative methodologies can significantly enhance intrinsically motivated learning and emphasises the importance of nurturing the next generation as they envision a more equitable and just society.

中文翻译：

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“理事会”、艺术家 Adelita Husni-Bey 和年轻人展望博物馆的未来

当艺术创作作为一种教学形式并以具有社会意识的方式进行时，有潜力促进能动性并为学生创造一个民主的学习环境。这项研究探讨了这样一个项目“理事会”，该项目由艺术家阿德丽塔·胡斯尼-贝 (Adelita Husni-Bey) 与现代艺术博物馆的前青少年项目参与者合作创建。理事会是由一系列研讨会创作的大型照片集，其中 13 位年轻人想象自己在一场重大的全球危机后重塑博物馆的社会角色。最终的照片在博物馆的主要画廊展出，代表了在教学过程中产生的参与性、社会参与性的艺术品。虽然这些类型的基于教育学的艺术作品很普遍，但当代艺术文献往往主要关注艺术家，而忽视参与者。因此，我站在艺术教育者的立场上审视参与者的学习经历以及艺术家的教学框架。参与者的评价绝大多数是积极的，许多人指出他们的信心显着增加，代理意识增强。协作的解放体验也被认为是一种共同的体验。这些成果归功于艺术家对多模式学习和有效促进的创新运用，这些学习和有效的促进植根于弗朗西斯科·费雷尔的无政府集体主义和整体教育哲学以及批判性教学法。这项研究表明，创造性方法可以显着增强内在动机的学习，并强调培养下一代的重要性，因为他们设想一个更加公平和公正的社会。