ABSTRACT
In higher art education, theoretical concepts are easily embraced and cherished, albeit often uncritically and superficially. Objects, in contrast, are simultaneously of more and less concern: they are taken for granted as material artifacts, while their analytical relevance and their discursive effects remain often uncared for. In this contribution, I ask how cultural analysis can be rethought from an art educational viewpoint. I focus on Lygia Clark’s Trailing Objects to foreground artistic objects’ emergent and performative characteristics, through which they orient us toward the more aesthetic, rather than epistemological, implications of object-driven methodology. By trailing the objects’ “travel,” I invite them to participate in a transformative (re)making of (artistic) cultural analysis for art students and researchers.
