Abstract This article is the product of a project that stems from an educational environment, challenges it, and aims to transcend its boundaries. Within the project, the ordinary flow of a classroom was intervened with through play, and ways to reunite students – who are often perceived as ‘surpluses’ within the current education system – were explored. The theoretical foundation of the study is based on Félix Guattari's question: ‘How do you bring a classroom to life as if it were a work of art?’ This study argues that when a teacher is not limited to a studio practice as an artist but approaches the space where art occurs through a mental transformation, all components of the classroom carry the potential to transform into a work of art. While traditional educational approaches generally prioritise the final product and outcomes, this study emphasises that a process‐oriented curriculum allows more room for experimentation for both the teacher and the student. This project, where art and education are intertwined, enables the development of a more conceptual and contemporary teacher/artist practice, aiming to resonate both with the students directly involved in the process and with the audience through the resulting works.
Veli Aras Yalçınkaya (2026) studied this question.