The article explores how art practice can be used in education to create a hybrid field where traditional distinctions are challenged and student voices are valued. The researchers use their own experience as a teaching artist to develop a framework for this new approach. They create interactive installations that blur the lines between art and teaching, encouraging dialogue and reflection. By drawing on theories of dialogic artworks and relational aesthetics, they aim to create a space for participants to rethink their assumptions and engage in meaningful discussions about art and meaning-making.