The authors present stories in motion, reminding all those interested in practicebased research of the importance of a/r/tography as becoming-intensity, becoming-event and becoming-movement. Embracing a métissage approach, this article provides an example of art educators co-labouring in order to understand their need for materializing, theorizing and practising their ideas, and, in doing so, realize that being committed to emergence offers ways for becoming artist, researcher and teacher as ways of living one’s art practice as research.
The purpose of my inquiry is to learn more about how young children learn to play the piano through examining my own teaching practice. By using autoethnography as a creative nonfictional form of storytelling, I illustrate my learning journey in search for joyful and meaningful ways of exploring music and piano playing with young beginner students. In writing stories about my learning experiences as a piano teacher, I discuss the importance, value, and need for piano teachers’ autoethnographies.
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