As a strong pedagogical movement worldwide seeks to introduce Arts-based pedagogy, Arts-based research, and Arts-integration in all areas of knowledge in order to do away with the divide between art/science and art/education, this paper contemplates whether it is possible to think of innovation in education from inefficient, non-transferable, or even unsustainable processes. We look at these methods as part of an exploration that seeks to shine a light on whether Arts-based approaches in education can generate processes that lead to pedagogical and academic innovation.