Fantasiens kunstpædagogiske politik – en undersøgelse af frihedens eksistensbevægelser i 5. klasses elevers møde med kunstneres undervisning

This article investigates an event where two artists taught fifth-grade pupils at a Danish primary school to use their imagination to create stories. The study is based on a short-term ethnographic fieldwork combining video observation and interviews. The article develops a perspective on imagination and movements of existence, where the transition from possibility to actuality is central to the becoming of both teaching and pupils. The analysis finds that the artist’ teaching was an event characterized by a rupture from the pupils’ usual teaching. A rupture where freedom’s movements of existence emerged in the dialectic between possibility and necessity.