Storytelling

As an educator, I aim to create opportunities where storytelling is purposeful and where students are not simply completing projects but constructing meaning through artistic decisions. Whether itʼs through self-portraiture, contemporary references, or conceptual prompts, students are encouraged to consider not just what they are making, but also the story their work communicates to themselves and others.

In this way, the art room becomes a space where narrative thinking develops alongside technical skill, encouraging students to recognize themselves as artists with something to share. When students understand that their work carries voice and meaning, art becomes more than an assignment; it becomes authorship. Storytelling helps students see themselves as artists with ideas and perspectives worth exploring.

Students discover that art is more than creating images; it is an act of making meaning. As they learn to communicate ideas, experiences, and perspectives through visual language, they begin to understand the power of their own voice.

In this issue, you will see how art educators across the nation and at every level are using storytelling to amplify student voice and deepen meaning in the classroom. Whether helping future educators explore storytelling as a foundation for teaching or inviting students to share personal and cultural stories, storytelling connects art-making with lived experience.

You will be inspired by classrooms where students use visual narrative to explore identity, reflect on their perspectives, and communicate ideas that matter to them. From projects rooted in personal symbolism to those that connect with broader social themes, these examples highlight how storytelling can transform both the process and purpose of art education.

You may not always realize the impact you have when you create space for students to tell their stories and share their ideas. Through storytelling, you are teaching art and empowering students to see themselves as artists with something meaningful to say. We hope the articles in this issue inspire you to continue cultivating those voices and exploring why storytelling in art truly matters.

I sincerely thank Frank Juárez and SchoolArts magazine for the opportunity to co-edit the 2026 Storytelling issue.

Dr. Leigh Drake is a middle-school art educator at Old Donation School in Virginia Beach, Virginia, where she teaches intellectually gifted and talented students. She has authored more than sixty-five articles and ClipCards for SchoolArts. She currently serves as president-elect of the NAEA Developing Potential and Talent Interest Group and president of the Virginia Art Education Association.