Practice What We Preach: Possibilities for Higher Education Curricular and Pedagogical Practices

of Contemporary Art, n.d.) as an entry point into processes, instructions, and artful encounters. Students were asked to write instructions for creating a drawing of something they enjoyed eating. Students took turns teaching a peer to draw from each other’s instructions. Then, they reflected on the differences between intentions and what occurred when the plan was realized. These instructional methods provided entry points to layered understandings of learning structures, lesson planning, and artmaking.