As a Design Based Research (DBR) qualitative study, this thesis is positioned at the intersection of the Quebec Visual Arts Education Program and lesbian, gay, bisexual, trans and queer (LGBTQ) youth studies. Specifically, it examined the creation process, precisely the design and implementation, of six elementary school teachers’ LGBTQ sensitive Visual Arts Curriculum and their learning, understanding, and practice of Queering. The six teachers work at two elementary schools in Montreal, Quebec: one in Notre-Dame-de-Grace and one in the Plateau Montreal,
including three teachers per school, one per cycle. The research illuminates the issues around their Queering of Elementary Visual Arts pedagogy, through the development and implementation of lessons that were: inclusive of various family constructs, confronting gender
stereotypes, and challenging the ideas around bullying. The study employed DBR combining qualitative data collection (interviews and logs). Keeping in mind queer as strategy, an attitude, and a new understanding (Smith,1996), while celebrating difference and breaking heteronormative binaries, was at the heart of the teacher’s design approach as they created the curriculum. This lead to the creation of a series of lesson plans and a guide of Best Practices to be used when implementing such lesson plans in the Elementary classroom.