ABSTRACT
In this chapter we propose that the curriculum is sticky; by this we mean that it is dynamic and emergent, having the potential to be experienced in positive and negative ways. The sticky curriculum creates difficult terrain for the learner, who has to negotiate the landscape and their interactions with others in their journey to fashion a creative practitioner identity. Tutors and others help construct and enact the sticky curriculum, and working with students they support their learning journey. The sticky curriculum demands identity work; participants in the studio become active agents in learning challenging notions of authority, expertise and power.
