QMiP Bulletin Issue 30 Autumn 2020 73 Peer-reviewed article Teaching phenomenological research as a method of therapeutic art-making: A Covid-19 case study Nisha Gupta This article is a case study about teaching undergraduate students to use hermeneutic phenomenological research methodology as a vehicle to make art which evokes the essence of lived experience. This study focuses on the phenomenon of living in a time of Coronavirus as human beings; 30 students were taught research steps to transform their experiences of living amidst a pandemic into phenomenological Covid-19 art. First, I taught students the craft of writing rich, descriptive, autobiographical anecdotes about lived experience, guided by Van Manen (1990) and Finlay’s (2012) approach to writing frst-person phenomenological accounts. Second, I taught students to interpret and code their anecdotes to extract themes. Third, I guided students to transform the themes into phenomenological art, supported by Heidegger (1950), Merleau-Ponty (1945), and Van Manen’s (1990) affrmations of phenomenology as an aesthetic endeavour whereby art is the ideal language of phenomenology. A digital phenomenological art gallery was created to celebrate students’ work as a website which showcased Coronavirus paintings, songs, dance, video/flm, photography, poetry and collages. This paper is methodological and pedagogical in nature, detailing step-by-step procedures in effort to inspire educators who teach qualitative methods to assign this arts-based phenomenological research project to students to foster healing through phenomenological art-making. I N SPRING 2020, I taught a psychology class called ‘Explorations into Creativity’ to approximately 30 undergraduate college students, and we were just about to begin the arts-based research section of the course. Then the Covid-19 pandemic suddenly swept across our state, enforcing social distancing and moving all classes online to save lives. The students and I were understandably distressed along with the rest of the world – not only due to this abrupt disruption of the college experience, but also the signif- cant consequences of this pandemic upon the mental, physical, social, and economic health of ourselves and our loved ones. While adapting my arts-based methods lesson to an online format, I also adapted the fnal research assignment of this course to serve as a therapeutic intervention that could grant meaning-making, catharsis and empowerment for all of us struggling to cope with the Covid-19 pandemic. This paper is a pedagogical case study of teaching college students to do an arts-based phenomeno- logical research study about the experience of living in a time of Coronavirus. It outlines three specifc procedural steps involved in the method: frst, I taught students to write frst-person phenomenological descriptions of their own experience living in a time of Coronavirus. Second, I taught them to interpret and code their phenomenological descriptions to explicate themes. Third, I guided them to express their phenom- enological themes as art for the purposes of individual and collective healing. I include