SCHOOL OF DISOBEDIENCE
Our learning outcomes reflect not an institutional standard, but a lived philosophy. They grow from practice, from experience, from rhythm and repetition. They are not promises of mastery — they are orientations. Directions. Ways of working with yourself and with the world, so that when you leave, you carry a method that belongs to you.
Self-exploration and personal development
Students engage in reflective and embodied practices that bring them closer to themselves. They deepen their understanding of choice, responsibility, and freedom, cultivating self-awareness and emotional literacy. They learn that their most precious raw material is themselves — their intuition, their memory, their contradictions, their sensitivity. Through guided attention, they grow more rooted, grounded, and capable of moving from the inner rather than from external expectations.
Attention as a practice
Students will learn to cultivate attention not as a theoretical concept, but as a daily discipline. They will train their eyes, ears, skin, and intuition to notice the micro-details that shape presence and movement. Through repeated exercises in slowness, stillness, and sensory refinement, they will deepen the capacity to stay with what emerges, without rushing to interpret or resolve it. Attention becomes their method: a way to perceive nuance, sustain presence, and attune to the world with precision and care. It is this quality of attention that will ultimately anchor their artistic clarity.
Somatic and experimental practices
Students gain access to somatic, intuitive, and experimental approaches that broaden their artistic vocabulary. They learn disruptive tools, embodied techniques, and alternative modes of composition that allow them to create outside conventional structures. These practices encourage curiosity, risk-taking, and invention, offering new pathways for movement, performance, and interdisciplinary research.
Translation: from emotion to form
Students will learn the delicate craft of transforming internal states into artistic structure. They will develop strategies for recognizing emotion, staying with sensation, and letting it guide movement, text, gesture, or composition. Through a process of listening and translating, they will learn to create from the inner rather than from the expected. They will understand the link between what they feel and what they make, cultivating a literacy of sensation that becomes the backbone of their performative language. This translation skill is central to developing a coherent, honest, and embodied practice.
World-building through personal mythologies
Students will learn to shape their own artistic universes by working with personal narratives, memories, inner landscapes, and subjective mythologies. They discover how to turn intimate material into structured worlds — not through confession, but through composition. They will experiment with building atmospheres, symbolic systems, recurrent motifs, and internal dramaturgies. Through this process, they understand that the personal is not small or limiting, but a fertile ground where unique aesthetics, languages, and worlds can emerge.
Portfolio and repertoire development
Students create solo and group performances, write texts, design objects, and hold space for collective processes. Across modules, they shape a coherent artistic identity by experimenting with multiple forms: movement, sound, text, object, and community-based practices. The goal is not only to produce artworks but to build methods. They leave the school with concrete tools, clearer processes, and a stronger sense of artistic autonomy.
Choosing as a skill
Students will develop the ability to choose — with clarity, with honesty, and with responsibility. Throughout the modules, they practice filtering, eliminating, refining, focusing. They learn to navigate doubt without paralysis, and to commit to a direction even when certainty is not available. Choice becomes a method: a way to shape material, clarify form, assume decisions, and trust their own judgement. This skill allows them to move from endless experimentation to intentional creation, and from intuition to articulation.
Economy of means
Students will learn to create with what is available — their bodies, their voices, simple materials, local contexts, minimal tools. They discover that artistic power does not depend on resources or scale but on attention, decision, and presence. This approach fosters independence from institutional infrastructures and encourages a practice rooted in simplicity, necessity, and clarity. They will understand that a strong artistic universe can emerge from minimal means, and that autonomy begins when they no longer wait for perfect circumstances to create.
Developing a durable artistic practice
Students will learn how to build a sustainable practice — one that is not dependent on trends, institutions, or perpetual external validation. They will cultivate habits, rituals, working methods, and creative systems that continue long after the program ends. They understand how to self-generate ideas, structure processes, maintain momentum, and renew their curiosity. This outcome ensures that what they learn is not temporary inspiration, but a long-term foundation for a mature, evolving artistic life.
Emancipatory learning and unlearning
Students learn to unlearn inherited patterns — academic automatisms, aesthetic norms, and ideological frames that limit their creative agency. They practice criticality with nuance, questioning even the dominant discourses that present themselves as “progressive.” They develop clarity, structure, and independence of thought — essential tools for shaping an emancipated artistic practice.
Discovering the body, the selfStudents liberate their bodies and voices from internalized expectations. Through somatic and expressive work, they rediscover ways of moving, speaking, and responding that are theirs alone. They learn to assert their own aesthetics, choose their own topics, and trust their embodied intelligence — building a practice grounded in authenticity rather than imitation.
Engagement and responsibility
Students learn that freedom requires structure. That frames are not prisons but containers. They practice leadership that is vertical but non-oppressive, rooted in clarity and responsibility. They learn to distinguish between roles, responsibilties, and spaces: private and public, personal and collective, artistic and therapeutic. They learn how to create environments where others can work safely — because the frame is strong enough to hold the process.
Doubt and uncertainty
Students cultivate resilience in the face of not-knowing. They learn to meet uncertainty with curiosity rather than fear, to treat failure as a method rather than a setback, and to engage with experimentation lightly, without overthinking. They become comfortable changing direction, abandoning dead ends, and allowing the work to transform. Through this, they grow adaptive, courageous, and creatively self-reliant.
Mentorship and artistic dialogue
Students work closely with Anna Ádám and invited artists. The guidance is personal, specific, and rooted in lived experience. They receive dramaturgical follow-up, precise feedback, and the support of a small, international cohort. They learn how to situate their work, how to articulate it, how to place it in dialogue with others without losing their singularity. Their network grows through honesty, not strategy; through genuine encounters, not competition.
Self-exploration and personal development
Students engage in reflective and embodied practices that bring them closer to themselves. They deepen their understanding of choice, responsibility, and freedom, cultivating self-awareness and emotional literacy. They learn that their most precious raw material is themselves — their intuition, their memory, their contradictions, their sensitivity. Through guided attention, they grow more rooted, grounded, and capable of moving from the inner rather than from external expectations.
Attention as a practice
Students will learn to cultivate attention not as a theoretical concept, but as a daily discipline. They will train their eyes, ears, skin, and intuition to notice the micro-details that shape presence and movement. Through repeated exercises in slowness, stillness, and sensory refinement, they will deepen the capacity to stay with what emerges, without rushing to interpret or resolve it. Attention becomes their method: a way to perceive nuance, sustain presence, and attune to the world with precision and care. It is this quality of attention that will ultimately anchor their artistic clarity.
Somatic and experimental practices
Students gain access to somatic, intuitive, and experimental approaches that broaden their artistic vocabulary. They learn disruptive tools, embodied techniques, and alternative modes of composition that allow them to create outside conventional structures. These practices encourage curiosity, risk-taking, and invention, offering new pathways for movement, performance, and interdisciplinary research.
Translation: from emotion to form
Students will learn the delicate craft of transforming internal states into artistic structure. They will develop strategies for recognizing emotion, staying with sensation, and letting it guide movement, text, gesture, or composition. Through a process of listening and translating, they will learn to create from the inner rather than from the expected. They will understand the link between what they feel and what they make, cultivating a literacy of sensation that becomes the backbone of their performative language. This translation skill is central to developing a coherent, honest, and embodied practice.
World-building through personal mythologies
Students will learn to shape their own artistic universes by working with personal narratives, memories, inner landscapes, and subjective mythologies. They discover how to turn intimate material into structured worlds — not through confession, but through composition. They will experiment with building atmospheres, symbolic systems, recurrent motifs, and internal dramaturgies. Through this process, they understand that the personal is not small or limiting, but a fertile ground where unique aesthetics, languages, and worlds can emerge.
Portfolio and repertoire development
Students create solo and group performances, write texts, design objects, and hold space for collective processes. Across modules, they shape a coherent artistic identity by experimenting with multiple forms: movement, sound, text, object, and community-based practices. The goal is not only to produce artworks but to build methods. They leave the school with concrete tools, clearer processes, and a stronger sense of artistic autonomy.
Choosing as a skill
Students will develop the ability to choose — with clarity, with honesty, and with responsibility. Throughout the modules, they practice filtering, eliminating, refining, focusing. They learn to navigate doubt without paralysis, and to commit to a direction even when certainty is not available. Choice becomes a method: a way to shape material, clarify form, assume decisions, and trust their own judgement. This skill allows them to move from endless experimentation to intentional creation, and from intuition to articulation.
Economy of means
Students will learn to create with what is available — their bodies, their voices, simple materials, local contexts, minimal tools. They discover that artistic power does not depend on resources or scale but on attention, decision, and presence. This approach fosters independence from institutional infrastructures and encourages a practice rooted in simplicity, necessity, and clarity. They will understand that a strong artistic universe can emerge from minimal means, and that autonomy begins when they no longer wait for perfect circumstances to create.
Developing a durable artistic practice
Students will learn how to build a sustainable practice — one that is not dependent on trends, institutions, or perpetual external validation. They will cultivate habits, rituals, working methods, and creative systems that continue long after the program ends. They understand how to self-generate ideas, structure processes, maintain momentum, and renew their curiosity. This outcome ensures that what they learn is not temporary inspiration, but a long-term foundation for a mature, evolving artistic life.
Emancipatory learning and unlearning
Students learn to unlearn inherited patterns — academic automatisms, aesthetic norms, and ideological frames that limit their creative agency. They practice criticality with nuance, questioning even the dominant discourses that present themselves as “progressive.” They develop clarity, structure, and independence of thought — essential tools for shaping an emancipated artistic practice.
Discovering the body, the selfStudents liberate their bodies and voices from internalized expectations. Through somatic and expressive work, they rediscover ways of moving, speaking, and responding that are theirs alone. They learn to assert their own aesthetics, choose their own topics, and trust their embodied intelligence — building a practice grounded in authenticity rather than imitation.
Engagement and responsibility
Students learn that freedom requires structure. That frames are not prisons but containers. They practice leadership that is vertical but non-oppressive, rooted in clarity and responsibility. They learn to distinguish between roles, responsibilties, and spaces: private and public, personal and collective, artistic and therapeutic. They learn how to create environments where others can work safely — because the frame is strong enough to hold the process.
Doubt and uncertainty
Students cultivate resilience in the face of not-knowing. They learn to meet uncertainty with curiosity rather than fear, to treat failure as a method rather than a setback, and to engage with experimentation lightly, without overthinking. They become comfortable changing direction, abandoning dead ends, and allowing the work to transform. Through this, they grow adaptive, courageous, and creatively self-reliant.
Mentorship and artistic dialogue
Students work closely with Anna Ádám and invited artists. The guidance is personal, specific, and rooted in lived experience. They receive dramaturgical follow-up, precise feedback, and the support of a small, international cohort. They learn how to situate their work, how to articulate it, how to place it in dialogue with others without losing their singularity. Their network grows through honesty, not strategy; through genuine encounters, not competition.