In the UK, fine art education is argued to be an instrumentalised system that is preoccupied with learning outcomes and quality process. The author argues that this is detrimental to the education of students, especially given the unpredictable, translocated global nature of employment in the contemporary knowledge economy. This article describes a project called ‘Occupation Workplace’, inspired by the ‘occupy movement’, which attempts to disrupt the normal processes of fine art education in the hope of engaging students in new forms of conversation with their learning experience. Contemporary fine art can take many forms, such as a performance, an action, a song, an event or a conversation. This project proposes an alternative to the studio-based model of fine art education to introduce students to these dialogic, relational, collaborative practices in a non-hierarchical environment. The article narrates some of the success and limitations of the project and makes recommendations for future work.