In this study, a practicing elementary art teacher enacts the multiple imaginations rooted in a/r/tography while examining the complex experiences of the teacher engaged in new curricular work. A/r/tography is framed as a type of phenomenology of practice--a living and in-process inquiry--which accepts the artist/researcher/teacher as points of investigation which move toward understandings of teacher work that are critical, aesthetic, and personal. Using the arts-based practice of narrative and visual art practices of drawing, photography, and video, the artist/researcher/teacher, grounded in personal and public history, wonders about the possibility of creating curricular work with a new theory of curricular development--one in which the teacher and students develop curriculum made from the bricks at hand--much like the Lego master builder who builds from the world they inhabit, fashioning what is needed in the moment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]