This article raises the problem of the compartmentalization of artistic and pedagogical practices in the university training of art teachers. To answer this, we believe that the implementation of hybrid and multimodal devices that cross identity postures and transgress disciplinary boundaries (art and literature) can foster the articulation of these practices. Our conceptual framework is based on the device and boundary-object concepts related to a project-based approach. Our goal is to evaluate devices in a descriptive way by combining action-research and the narrative text. Following a preliminary analysis, we note the specificity of each of the objects used or produced within the device while privileging the transgression of their borders. These results, however, have limitations as to their transferability to other contexts, which leads us to conclude for the need to test these devices in other environments withthw help of literature specialists.