Abstract
This visual essay examines how an unused classroom whiteboard evolved into a student-driven site of relational art and community building. Initially left blank, the whiteboard became a shared drawing space as students began to doodle informally, returning regularly to contribute and interact. Over time, these collective drawing practices fostered friendships, cross-grade connections, and a sense of belonging grounded in shared pop culture interests and creative play. Drawing on theories of relational aesthetics (Bourriaud, 2002), creative ecosystems (Harris, 2021), and connected learning (Ito et al., 2019), the whiteboard functioned as a dynamic social space shaped by student agency rather than teacher direction. The teacher’s role shifted to that of participant and caretaker, intervening only to establish boundaries of care and wellbeing (Phillips & Killian Lund, 2019). Ephemerality, regularly erasing the board regardless of artistic quality, was central to maintaining openness and prioritizing collaboration over product (Ross, 2013). Through slow pedagogy (Leddy & Miller, 2024), the ecosystem was allowed to develop organically, giving rise to recurring drawing games and shared rituals. This case demonstrates how open, collectively owned classroom spaces can support creativity, experimentation, and meaningful social connection.
Recommended Citation
Ennig, Bailey
(2026)
"Drawing out Remarkable Communities,"
Artizein: Arts and Teaching Journal: Vol. 11:
Iss.
1, Article 6.
Available at:
https://opensiuc.lib.siu.edu/atj/vol11/iss1/6
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