Background: As European cities enter a new era of hyper diversity that shifts from homogeneity to diversity in social norms and cultural policies, there is an urgency for new thinking and approaches to address emerging forms of hyper-diversity and its implications for democratic policy development (Bennett, 2001). Arts-based research (ABR) and pedagogical practice provide an alternative approach to empower public participation in cultural activity through engaging artists in fostering connectedness between all stakeholders and promoting knowledge-building and good practice-sharing (Sierra and Wise, 2019). This paper will reflect upon the initial findings produced as part of a review of the Acting on the Margins: Arts as Social Sculpture (AMASS) consortium partners' reflections on the strategies and stories relating to the communication of ABR with marginalised communities. The experiments were designed to allow participants to co-create narratives which described key relationships that underpin Arts-Based Methods (ABM) and also to reflect upon the characteristics of them by way of a structured process of engaging with storytelling. Methods: data collected through group interview with the Miro board as a visualisation which guided the participation, thematic analysis Research questions: How can pedagogical arts-based research (ABR) engage with communities and promote participation through participatory communication design development?? Expected outcomes: Opportunities will be drawn upon these experiences as the basis for a communications process (of project results) which would be informed by the needs of the broad community identified in the storytelling.

Bennett, T., (2001). Differing diversities: Transversal study on the theme of cultural policy and cultural diversity. Council of Europe. Sierra, M., & Wise, K. (2019). Transformative Pedagogies and the Environment: Creative Agency Through Contemporary Art and Design. Champaign: Common Ground Research Networks.