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THIS PAPER FOCUSES ON the methodological effectiveness of intergenerational collaborative drawing (ICD). A group of eight researchers trialled this particular approach to drawing, most of them for the first time. Each researcher drew with young children, peers and tertiary students, with drawings created over a period of six months. The eight researchers came together in a 'community of scholars' approach to this project because of two shared interests: (i) issues of social justice, access and equity; and (ii) arts-based education research methods. The researchers were curious how ICD might methodically support their respective research processes.

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In contemporary art, research and art education, the concepts of walking and mapping in singular and collaborative encounters with place are established as a generative learning, creative and research event. In this iteration of walking and encounter, four arts academics sought to extend and engage the practice of itinerant drift, collaboratively and discretely, mapping manifestations and then responding with an artful riposte in relation to educational practice. Using the provocation of playfulness, the methodology was inspired by the concept of the dérive and stimulated by Dada, Surrealist and Fluxus legacies. This visual essay portrays the assemblage of walking and encounter at the Peninsula campus site at Monash University through visual poetics, which aims to arouse continuing dialogue around place, learning, encounter, chance and disruption.