If I were to bring in the renderings of living inquiry into the classroom, it will create a space for collaborations, tensions, and open possibilities. The combination of visuals and text in a space open up moments of reflection, questioning, realisation, observation, and collaboration between co-educators, parents, and even children. Living inquiry emphasizes the visual and textual understandings and experiences rather than merely what is seen on the surface.
Where I work at, the process of sharing visuals and text is of high importance when it comes to being shared in a studio space. The studio is where art becomes alive, and conversations (with either persons, space, or materials) take place. To bring a classroom to life as if it were a work of art is to showcase what goes on inside or outside the studio space and letting the classroom then speak for itself. This results in deep engagement with what is present and with what used to be present. We are also engaging ourselves with different roles in one body: a(artist), r(researcher), and t(teacher), which affect us in different aspects of our lives as we take with us and bring home our own questions, thoughts and wonderings.
