In this presentation we want to explore the consideration of the artistic educational practices developed during the Creative Connections project under the perspective of the notion of ‘pedagogical event’ presented by Atkinson (2012). The finality of this approach is explore whether or not these learning experiences have represented, for the youth participating in the project “a disruption of established ways of knowing, through learning events” (Atkinson, 2012: 10). Atkinson considers that ‘an event relates to a disturbance, a rupture, a puncturing ways of understanding o acting which has the potential to precipitate real learning” (Atkinson, 2012: 6). A real learning experience “involves a movement into a new ontological state; it defines a problem of existence, in contrast to more normative learning in its everyday norms and competences.” (Atkinson, 2012: 9). This movement, we think, was what some young people experienced when they, in a first moment, were involve in confronting their subjectivities with the contemporary art works from the archive generated in the project. But, it was especially in its second stage, when they developed an art project, which led them to reflect and visually reflect their views and concerns about Europe and the crisis that exists in countries such as Catalonia. The experience of generating an artistic project “produces a new alignment of thinking and action” (Atkinson, 2012: 9) that allow them to experience learning as part of a subjectivation process.

Atkinson, D. (2012). Contemporary Art in Education: The New, Emancipation and Truth. The International Journal of Art & Design Education, 31 (1), 5-18.