Probine, SarahJackson, JayneEnache, MihaelaEwing, RobynCrosbie, JaneStewart, Jean2026-04-152026-04-152026-03-31Teaching Artist Journal, ISSN: 1541-1796 (Print); 1541-180X (Online), Informa UK Limited, ahead-of-print(ahead-of-print), 1-19. doi: 10.1080/15411796.2026.26385771541-17961541-180Xhttp://hdl.handle.net/10292/20929This article presents and discusses the products of a creative workshop for artist/teachers which aimed to explore artistic identity through fabric bricolage, a medium unfamiliar to the participants. The account of the workshop and the artifacts created reveala the efficacy of a process that fostered reflection, honored complexity, included relational knowing, and affirmed the power of arts-based methods to reveal, connect, reframe, and transform. The article illustrates how individual acts of making, through the tactile, symbolic, and historically rich process of quilt-making, became a collective quilt of experience. The discussion points to the potential for further application in teacher education, professional development, and community arts contexts; any space where identity, creativity, and connection are valued. In a time when the arts continue to be marginalized in formal education and public discourse, creating spaces where creativity can be reawakened and meaning co-constructed is not just enriching, it is essential.© 2026 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.4702 Cultural Studies36 Creative Arts and Writing3901 Curriculum and Pedagogy3903 Education Systems39 Education47 Language, Communication and Culture4 Quality Education1302 Curriculum and PedagogyJournal ArticleOpenAccess10.1080/15411796.2026.2638577