At the end of the paper the conclusion will be presented. This is the place where the theoretical (literature study) and the practical exercise (case study) will summarize. The project was designed based on a theoretical framework. By concrete conclusions, we give insights that are useful for arts educational practice and future research. The researched and developed approach will not be the only standard to educate arts educators. However, it provides insight into a multi-day project in educational trajectories for arts educators in higher education, developed from literature.

An art education project, designed by the principles of intellectual emancipation inspires art educators in education. Bachelor students are able to take an individual position and to participate in a process of knowledge construction with others. Sometimes, this presupposition of equal intelligences is perceived as confusing by students, mainly with the role of the teachers. When the process is difficult, they seem to need a straightforward story that comes identical out of the mouths of all the supervisors. In the overview of the process, the individual position and the presupposition of equal intelligences is evaluated by students and teachers as positive. One group did not succeed in acting from an individual consciousness. Their process was very poor. Acting from a personal awareness and an intellectual premise of equality is a key requirement. Focussed attention was present during the project. The limitation in time made a focus necessary. However, it was a learning process for students to name the focus. The teachers had to play an imperative role to come to initiate this process. Also, it was sometimes a challenge for teachers to keep the focused attention. Here the group of colleagues worked corrective. The three learning questions from Rancière felt together with three different steps in the artistic process of every group. A brainstorm about the central theme resulted in an answer on the question after what learners see. An artistic concept felt together with the quest after ideas. And an artistic presentation was during the process always an act of doing. The role of the teacher could not be underestimated in the project. Challenging students position themselves and consciously deal with focused attention was central. Here, the method of the interrogation was the most effective.