Ана Сарвановић

DOI Number
First page
Last page


Through theoretical analysis, the paper discusses the conceptual connection between the educational practice of Black Mountain College, an American college from the first half of the twentieth century, and contemporary practices that occur as the formation of the educational turn, artistic and cultural tendency noticeable from the mid-nineties of the twentieth century to the present. As one of the progressive art schools of the first half of last century, the Black Mountain College has developed a specific educational practice, which was specific by experimentation, practical and artistic approach to the problems and learning in the anti-hierarchical, cooperative atmosphere. Since interdisciplinary practices of educational turn put focus on the process, collaboration, and the use of different teaching methods and situations within and beyond the narrow institutional frameworks of art and art schools/academies, Black Mountain College is being established as an important historical basis in conceptual terms. However, in addition to pointing out the similarities in the ideas of the College and the educational turn, it is of great importance to point out the differences in circumstances and contexts of these types of educational practices and merely posing the questions about the significance and potential of Black Mountain for the contemporary art education.


Black Mountain College, educational turn, education, art education, collaboration.

Full Text:

PDF (Cрпски)


Adamic, L. (1936). Education on a Mountain: The Story of a Black Mountain College. Harper's Monthly Magazine. April 1936, 516–530.

Black Mountain College: A Foreword. Black Mountain College Catalogue, 1933–1934, 3. Retrieved February 20, 2017. From http://blackmountaincollegeproject.org/PUBLICATIONS/CATALOGUES/1933%201934%20BMC%20A%20FOREWARD/1933%201934%20BMC%20A%20FOREWARD.htm.

Deleuze, G. (1992). Postscript on the Societies of Control. October (59), Winter, 3–7.

Deleuze, G. (1995). Negotiations (Translated by Martin Joughin). New York: Columbia University.

Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.

Dewey, J. (1938). Experience and education. New York: Macmillan.

Dewey, J. (1980). Art as Experience. New York: Perigee Books.

Duji, Dž. (1934). Pedagogika i demokratija: uvod u filozofiju obrazovanja. Beograd: Geca Kon.

Fisher, J. (2014). The Life and Work of an Institution of Progressive Higher Education: Towards a History of Black Mountain College, 1933–1949. Black Mountain College Studies: Progressive Education, Graphic Design, & Women on Craft, 6. Retrieved February 20, 2017. From


Galvin, R. (2001). Wild Intellectuals and Exotic Folks. HUMANITIES, 22 (4). Retrieved February 20, 2017. From http://www.neh.gov/humanities/2001/julyaugust/feature/wild-intellectuals-and-exotic-folks.

Grlja, D. i Vesić, J. (2007). The Neoliberal Institution of Culture and the Critique of Culturalization. Eipcp – instituto europeo para políticas culturales progresivas. Retrieved February 26, 2017. From http://eipcp.net/transversal/0208/prelom/en.

Harris, M. E. (2002). The Arts at Black Mountain College. Cambridge/London: The MIT Press.

Lane, M. (Ed.) (1991). Black Mountain College: Sprouted Seeds – an Anthology of Personal Accounts. Tennessee: University of Tennessee.

Lehmann, A. J. (2015). Black Mountain – Educational Turn and the Avantgarde in Past Tense. Lecture held at conference Black Mountain – Educational Turn and the Avantgarde (September, 25–26, 2015). Posted November 11th at


Lehmann, A. J. and Werne, A. (2016). Black Mountain and Beyond – Research Practices between Universities and Museums. Between the Discursive and the Immersive. Stedelijk Studies Issue #4. Retrieved February 28, 2017. From http://www.stedelijkstudies.com/journal/black-mountain-beyond-research-practices-universities-museums/.

Madoff, S. H. (ed.) (2009). Art School (Propositions for the 21st Century). Cambridge: MIT Press.

Nikolić, S. (2015). Avangardna umetnost kao teorijska praksa: Black Mountain College, Dramštatski internacionalni letnji kursevi za Novu Muziku i Tel Quel [The avant-garde art as theoretical practice – Black Mountain College, The International Summer Course for New Music Darmstadt and Tel Quel]. Beograd: Fakultet muzičke umetnosti.

Noble, D. F. (2001). Digital Diploma Mills: The Automation of Higher Education. New York: Monthly Review Press.

Power, N. (2010). Axiomatic Equality: Rancière and the Politics of Contemporary Education. Eurozine, July 2010. Retrieved February 20, 2017. From http://www.eurozine.com/articles/2010-07-01-power-en.html.

Rogoff, I. (2008). Turning. e-flux Journal No. 0. Retrieved February 18, 2015. From http://www.e-flux.com/journal/turning/.

Rogoff, I. (2015). Rethinking Art education. Lesson held at Bragdøya Island, Kristiansand Norway. Retrieved December 25, 2016. From https://www.youtube.com/watch?v=VVNxZunelB0&t=63s.

Verwoert, J. (2006). School’s Out!–?, Arguments to challenge or defend the institutional boundaries of the academy. In: ElDahab, M. A., Vidokle, A. and Waldvogel, F. (Eds.). Notes for an Art School (59–66). Amsterdam: Manifesta 6 School Books.

Vujanović, A. and Šuvaković, M. (2008). Goat Tracks of Self-education (introduction). Self-education: “Goat Tracks of Self-education”. TkH 15, 5–7.

Wright, S. (2008). Be for Real: the Usership Challenge to Expert Culture. Retrieved June 12, 2016. From http://northeastwestsouth.net/be-real-usership-challenge-expert-culture-0.

Сарвановић, А. (2017а). Образовни обрт: Ка савременим теоријама образовања у уметности и култури. Београд: Учитељски факултет.

Сарвановић, А. (2017б). Образовни обрт: Ка савременим теоријама образовања у уметности и култури. Иновације у настави, XXX, 2017/1, 1–11.

DOI: https://doi.org/10.22190/TEME1803821S


  • There are currently no refbacks.

© University of Niš, Serbia
Creative Commons licence CC BY-NC-ND
Print ISSN: 0353-7919
Online ISSN: 1820-7804