The starting point of the study Drawing - Talking - Showing is the question of how communicative exchange in art teaching influences visual thinking and practice. The aim is an empirically founded and (practice-) theoretically contextualized conception of which influences and interactions arise between communicative and creative events and which conditions underlie them – both in the classroom in general and specifically in the school subject art/visual design. The contingency and complexity of teaching practices is taken seriously and considered systematically. The study thus builds on positions that focus on the unpredictable, unavailable, phatic and crisis dimension of teaching and learning (Meyer-Drawe, Pazzini, Sabisch, Schürch/Willenbacher, Wimmer, among others). On the basis of video data from a lesson of observational drawing at Gymnasium, teaching-learning conversations and drawing processes are qualitatively and empirically examined. Visualized research and presentation methods play a central role in the examination. In four case studies, exemplary teaching-learning situations are analyzed from multiple perspectives, revealing the diverse, overlapping and sometimes contradictory influences that shape the situational development of teaching-learning processes. Cross-case and comparative findings are discussed on the basis of practice-theoretical concepts (e.g. Reckwitz, Schmidt, Polanyi, Neuweg) and linked to art and theater pedagogical positions that address the performativity, eventfulness, corporeality and materiality of teaching (e.g. Lange, Hentschel). This article is devoted to two special features of the study: on the one hand, the connection with the pilot study Drawing - Speeches (BUA, 2012/13) and, on the other hand, the further development of video-based research methods with a special focus on the visual dimension.