This article attempts to explore, articulate, and provide examples for understanding the non-linear relationship between processes of the arts and the processes of research in relation to representational forms of artful scholarly inquiry. For an a/r/tographer (an artist/researcher/teacher interested in merging the arts with research writing—graphe), the relationship between the creation of artful representational forms and the crafting of artful scholarly research are not dualist, nor dichotomous, but rather non-linear, rhizomatic, and dynamically interwoven. This paper offers a description of our individual art-making processes as living inquiries of pedagogical practice grounded in the work of curriculum theorist, Jacques Daignault. We provide a perspective of conceptualizing curriculum as the liminal space itself.
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