This paper seeks to re-evaluate the pedagogical and curricular influence of Fluxus artists who have been under addressed in curriculum studies scholarship. Between the late 1950s and early 1970s this group of avant-garde artist-pedagogues experimented with new ways to think about curriculum and pedagogy in institutes of higher education and in their artistic practices. We argue that a Fluxus approach to curriculum and pedagogy can be understood through the concepts of class as art, multiples and intermedia. We draw on interviews with contemporary artist-pedagogues from a research-creation project to illustrate the ways in which the influence of Fluxus is ongoing in contemporary post-secondary settings.