We present a performative workshop in which four methods created independently by each teacher in their academic space open up meanings and possibilities between them caused by the suggestions, affects and responses that are proposed collectively. The result is not a universal and prescriptive method that encompasses the act of teaching, learning or investigating in the inertia of what has already been lived, already thought, and felt, but it is a diverse, living, half-open and porous method that enables and acquires new meanings in the teacher-teacher intersubjective dialogues; teacher-student, student-student. We believe that the methods in Art Education should allow methodological tours that make the poetic possible while still “serving” its academic purpose of researching, teaching, and learning art.