When creative impulses, forces, and strategies clearly relate to the execution and the artistic realization of an action itself, it refers to a performatively oriented creativity. When a performative action points to inner concepts and feelings, even in a symbolic form, it also fulfills an artistically representational function. The systematically developed, didactically oriented guide for justifying and conveying performative principles as an independent artistic expression method consciously addresses the often-expressed skepticism regarding the fundamental teachability of performance, engages with arguments in a problem-aware manner, and demonstrates with constructive suggestions and numerous examples how performative visual language can be taught and learned, particularly in the context of school or extracurricular creativity promotion. Impulses, exercises, criteria catalogs, and methodological notes for planning, realizing, and assessing performative sequences aim to experimentally shape, promote, and (also evaluatively) reflect on creative potentials in the medium of the designed action.