Historically, art education has focused mainly on individual learning processes. Today, poststructuralist theories of subjectivity and subjectivation are challenging these modernist discourses by proposing more dynamic models of multiple and instable learning selves, always in the making. In this commentary, the author turns her attention away from individual learning processes of becoming self and focuses on un(becoming) collective; shared and social as both object and subject for art pedagogy. Through a brief critique of the potential cynicism of visual culture pedagogy and the potential romanticism of community-oriented art education in Nordic countries, the author uses the philosophy of Jean-Luc Nancy to discuss some thoughts on "performative experimental communities" as a possible path toward an alternative thinking of togetherness as a material for art education.