Moments, Movements, and Manifestation

For over three decades, Chicago Arts Partnerships in Education (CAPE) has challenged neoliberal approaches and classroom hierarchies through arts integration inquiry practices involving students, teachers, and teaching artists. The authors emphasize a two-year study of CoLab, a CAPE initiative that fosters new public-school partnerships. Using narrative inquiry, the researchers highlight the documentation practices described by CoLab teaching artists as they collaborate with teachers and students. The research results reveal how documentation in collaborative arts integration serves as a process of meaning-making, characterized by moments, movements, and manifestations that spread and grow, much like ripples in water after a stone’s disruption.