Do With Me: The Action Orient of Aesthetic Experiential Play

How might the action orient of aesthetic experiential play point art educators and arts-based researchers toward innovative approaches, practices, and commitments? This question is explored in and through unfolding letters and interview conversations from the author’s dissertation research. In doing so, two swells of implications are followed: the significance of a Deleuzian pedagogy that invites art teacher educators/researchers to practice an ethic of do with me rather than do as I do (Deleuze, 1968/1994), and how actions inspired by such an ethic become generative in a multiplicity of doing. As such, this paper presents an entanglement of pedagogical implications for art education and methodological significance for arts-based educational research.