An examination of the artmaking practices used by both artists and teachers and how these influenced their development of identity, thought and meaning. Through longitudinal case studies, the researcher was able to map the artists’ and teachers’ thinking and making processes in relation to how these inform their pedagogies. The student drew upon the ‘creativity model’ of Wallas and the ‘communicative knowledge’ model of Habermas to reveal both the visible practices and internalised beliefs of these teachers and artists.