Doggy Paddling: Temporalities of Work in Higher Artistic Education in Denmark

This article engages critically with the conception of the temporality of artistic work taught in higher artistic education, which has recently been implemented through the Bologna Process. Through an analysis of new study regulations and assessments within fine arts and performing arts education in Denmark, this article proposes that not only is the temporality of contemporary artistic work many-faceted, but also the artist worker has to doggy paddle exhaustively between and in those many temporalities.