In this presentation, we introduce a study in which we explore - artography - and the entangled process of being and becoming; artists - and - researchers - and – teachers within the context of higher education. The study is carried out as a collaboration between three researchers, artists, and teachers in three Nordic countries. Artography (cf. Springgay et al., 2008) is used and worn as an aim, theoretical playmate, data-producing method for inquiry and outcome. We approach artography as a polyphonic and rhizomatic (Deleuze & Guattari, 2013) practice using a digital arena where matter and materiality occur together with human bodies. We apply a performative post-qualitative data production (St. Pierre, 2020; Østern et al., 2021), moving beyond traditional data gathering, meaning the data produced is not given or formulated in advance. The data consists of recorded real-time dialogues (verbal voices and physical gestures in Zoom meetings), written texts, drawings, sculptures, digital drawings and photographs. The data is produced constantly and in motion with the study by following an entangled (cf. Barad, 2007) process. This entangled process produces knowledge in the ongoing "in-between" (Magnusson & Maapalo, 2020, p. 33), and the performative data production is polyphonic in its materiality and formation. By following data, we do not want to conclude; instead, we want to trace, map and re-vision the artographer and the capacity of artography as an approach to research, teaching and learning in higher education, with special interest in teacher education. KEYWORDS: artistic expressions, artography, higher education, process of becoming