The rise of online arts education content delivery has created challenges for arts educators in Initial Teacher Preparation (ITP). Consequently, educators in various arts disciplines across Australia have been regularly meeting online to share, explore and experiment with ITP arts learning practices with the aim of establishing authentic learning and assessment. However, as Eisner reminds us, one must first be an artist if we wish to develop aesthetic dispositions, creativity, and artistry within our teachers and their students. We thus considered our arts ITP teaching from an a/r/tographic perspective, interconnecting the work of each of us as artist, teacher, and researcher and their intersections. This paper shares the processes and theorizations of our two-year a/r/tographic inquiry. It reveals the potential for collective a/r/tographic inquiry as not only a valuable means of engaging in educational research for initial teacher preparation, but as bespoke online pedagogical practice for meaningful arts praxis.