Abstract
This Art-based Research (ABR) inquiry explored school bullying as a social injustice. As an artist/teacher/researcher, the ABR inquiry process offered new possibilities to creatively respond and explore my personal feelings and emotions of the devastating effects of bullying. Creating artist books provided a visual narrative to transmit knowledge, cultivate emotions, encourage empathy, raise awareness and inspire action. Data were collected over a period of nine months by creating multiple artist books, photographing in-process artwork, reflective journaling, and participating in peer critiques. Questions that guided this ABR inquiry were: How can I explore bully behavior in schools with artistic inquiry? and How can I artistically promote understanding of bullying? The process cumulated in the formation of the following questions: What is the impact of exploring difficult content of bullying through art-based processing on my work as an artist? and What is the impact of exploring difficult content of bullying through art-based processing on my work as a teacher? Data results revealed two themes Shifting of Identities and Facilitating Engagement. More specific categories emerged from the data. For Shifting of Identities categories included Emotional Journey and Developing Empathy. For Facilitating Engagement categories included Manipulating Materials and Subtle Narratives. Participation in ABR allowed me to become aware of how to connect my emotions and my empathetic feelings concerning bullying, through artmaking and to an audience to generate awareness. The process positively impacted how I identify with myself as an artist, teacher and researcher.