This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/political/cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.