This visual essay details our current artist teacher research exploring the theme of ‘our artist-teacher identify’ via the gifting of artworks and notes to each other (e.g., Payne & Hall, 2022). We both experienced frustrations with digital interactions during the Covid-19 pandemic and, craving more meaningful interactions, established a process that prioritises tactile and haptic dimensions to making art. The subsequent visual and physical exchange is called ‘VAPEing’ and includes the sharing of artworks and written reflections. A multimodal reflexive dialogue has been co-developed through a heuristic methodology, engendering new understandings about our professional identities through artistic practices. Conclusively, imaginative engagement with data facilitates conversations about participatory pedagogies and the value of visual epistemologies, provoking opportunities to learn, unlearn and relearn. Organically, we are finding that the more we make, the more we know about ourselves and each other. The process is supremely cathartic and transformative. We would like to encourage other artist teachers to engage in similar projects for both professional and personal benefits.
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Hall, EmesePayne, Rachel
School of Education, Humanities and Languages
Year of publication: [in press]Date of RADAR deposit: 2024-03-20
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