the bookbinding workshop:Making as collaborative pedagogic practice abstract This article will consider student engagement through collaborative teaching and learning practices I have developed within a series of bookbinding workshops in which I acquire new skills alongside my students. The bookbinding workshop developed from my desire to seek ways to engage with and alongside students in my practice and research to ground my own making within my pedagogic practice. In this way students are not being 'instructed' by a skilled specialist but rather collaborating with a committed enthusiast and researcher learning from their practice and experience. This article will discuss the impact these workshops have had on participating students, their practice and their sense of 'creative self' through the analysis of anonymous surveys carried over the span of two years.

This chapter introduces the term 'body dressing work' to examine my experience negotiating the social norms and expectations of clothing a suburban American female body with the anxiety of living in a "deviant body" (Grimstad Klepp and Rysst 2016: 79) due to a spinal deformity. At the age of ten I was diagnosed with scoliosis, a curvature of the spine, and by eleven was prescribed a corrective orthotic that I wore twenty-three hours a day

the artist book: Making as visual method abstractThis article considers how the act of making through embodied activity can enhance levels of knowledge of complex theoretical frameworks. W. G. Sebald's use of narrative and image in The Emigrants (1993) to conjure up ghosts that reside in our memory of significant places influenced the development of a hand stitched artist book of collaged photographs taken on a final farewell walk. This article examines the journey undertaken to develop the book from the walk over two years ago to the recent binding of the spine and considers the tacit understanding of the theoretical concepts which developed into explicit knowledge through the making of the book.