The Student-Designed Major as Curriculum-as-Lived: Artistry in the Experiences of Eight Graduates

Abstract

This study explored how artistry appeared in the experiences of eight graduates who designed and completed student-designed majors. Drawing on Eisner’s (2003) artistry and Aoki’s (1993) curriculum-as-lived, the interview data were examined through a paradigmatic analysis of narrative data. Participants connected different bodies of knowledge according to their interests and needs and adjusted their purposes and plans during their studies. These processes varied depending on institutional conditions and relational support, and the meanings of their learning and choices were sometimes reinterpreted after graduation. These patterns were interpreted as artistry involving judgments of qualitative relationships, flexible adjustment of purposes, and shaping curricula within institutional possibilities and constraints. They also faced limited guidance, weak academic communities, and misalignment with existing degree and qualification systems. Nevertheless, all participants stated that they would choose a student-designed major again, showing that the experience remained meaningful and valuable despite its limitations. This study suggests that discussions of artistry in art education can contribute to understanding university curriculum-making and processes of self-formation beyond disciplinary boundaries.