Chapter 10: Sensuous and Artistic Curriculum Towards the Disruption of the Normative

I truly believe that artistic knowledge and aesthetic experiences do not need to be verbalized to validate their meaningfulness and significance. Regardless, I feel constant pressure to articulate artistic experiences, their felt, emotional, and sensuous qualities, and how these are embodied for purposes of learning enfolded within these involvements, for research, education, and curriculum theorizing. Ironically, as attentiveness to and curiosity towards the knowledge emerging from the arts has again gained attention from scholars, the recognition and allocation for the arts in the formal curricula at all institutional levels has further diminished. Thus, the quest to articulate sensuous, embodied, felt, and artistic knowledge in a language digestible to broader readership seems perhaps more relevant than it has in previous educational generations.