This article details an ongoing inquiry into the nature of the three-way conversation in art therapy education, regarding the relationship between art, educator and student. Drawing upon a reflection on the use of the Open Studio setting as a third space in the educative environment, we explore the impact of our role as educators when students are processing their learning experiences with art. A practice-led exploration of these questions illuminates the importance of expanding the learning interaction to incorporate experiences that include the risk associated with rupture, innovation and change. Set within the framework of an emerging conversation between two colleagues, this paper is offered as a contribution to the ongoing discussion about the unique questions of pedagogy that art therapy educators grapple with when working with students who take up the opportunity to explore emergent aspects of the therapist identity.

本文详细讨论了艺术疗法教育中三方对话的本质，涉及艺术，教育者和学生之间的关系。基于对在教育环境中使用Open Studio设置作为第三空间的思考，我们探讨了当学生处理他们的艺术学习经验时，我们作为教育工作者的角色的影响。以实践为导向的对这些问题的探索，阐明了扩大学习互动以吸收包括破裂，创新和变更相关风险的经验的重要性。在两个同事之间进行新的对话的框架内，