This article frames a qualitative analysis of how a particular actualization of independent project work may be understood as a "pedagogy of potentialization" that relies on schooling the desire to learn as creation and (self-)transgression. The framework for analyzing school as an affective space draws on conceptualizations of affect, intensity, and affective events by Brian Massumi, as well as on his readings of the Deleuzian concepts of the actual and the virtual in relation to affectivity. The article thereby suggests a strategy for inscribing affectivity and intensity into the analysis of particular pedagogical tendencies in the Nordic school.