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This article engages with Guattari’s query about, how to make a classroom operate like a work of art? Guattari’s thinking engenders a way of thinking about art as an affective event that has the capacity to invent new relations and new ways of learning. The authors conclude with returning to a methodology of research-creation as diagrammatic, in order to further consider the implications of an enfolding, affective, moving ecology for educational research.