The study connects art informed inquiry to a hermeneutic
research rationale where the research reasoning is generated
through a rhizomatic alliance between empiric data and theories.
The reasoning is constructed as an interpretation pattern that
expands throughout the study. The study arguments that the
rhizome as an aesthetic formation can be appropriate to refer
to when articulating arts based meaning making and when
creating arts based educational strategies, dialogues, aesthetic
learning and multimodal literacy in education. The study
investigates an aesthetic approach to research in education,
which means that the art practice surveyed is interpreted
through articulation appropriate to poetic aspects of art,
education and research.