In this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.