Becoming Artography

Movements of possibility in the art-making process of a Theatre-In-Education programme




Theatre-in-education, Artography, Sustainability, Performative inquiry, intra-action, Diffractive analysis


This study focuses on mapping Theatre-In-Education (TIE) practices through the research methodology artography. The study is inspired by agential realism, using diffraction as a way of reading different insights and discoveries with an artographic lens and how these multiple dimensions intra-act as an entanglement. The article provides an example of TIE artists co-labouring their practice as research by exploring the entangled intra-action between the positions ‘artist, researcher, teacher’.  This study aims to explore how the multiple perspectives offered by an artographer’s lens contribute to significant knowledge in the art-making process of the TIE programme The Clearing. Learning for the TIE artists involves moving in and through spaces of possibilities folding and unfolding new understandings, a becoming intensity of an entangled artist, researcher, teacher. The process of becoming artography in TIE produced movements of possibility in four evolving spaces: Lingering in-between, Transformation and affect, Knowing and being, and Encouraging diffractions. The study also produced artistic and pedagogical principles regarding dramaturgical thinking concerning how to structure an aesthetic learning process and how it is facilitated.


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How to Cite

Dahl-Tallgren, N. (2023). Becoming Artography: Movements of possibility in the art-making process of a Theatre-In-Education programme. Reconceptualizing Educational Research Methodology, 14(1).

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