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In this paper, we present the role of arts-based educational research (ABER) as a paradigm to explore in-depth experiences of a teacher with interactive notebooks to improve physics instruction. We advocate for Interactive notebook as an arts-based technique to teach physics to students of varying interests and abilities. We provide justification for ABER as the analytical tool and the way to represent findings. The first section of the paper explains the theoretical and the substantial frameworks. The following section describes why and how arts-based educational research (poetry and sculpting) was used to analyze and represent data. The final part of the paper focuses on findings and their implications for present day science education. [ABSTRACT FROM AUTHOR]