This section is full of stories from teaching artists working to clarify what needs to change within their practices and moving toward solutions--whether it's supporting a classroom of learners in new and unexpected ways, reassessing one's approach in the classroom, shepherding an individual child toward success, or professionalizing an entire arts education organization. "Getting It Right" by Sophie Johnson,describes her work with a group of fourth graders who have particularly intense behavior struggles. While arts integration is generally used to help students access core academic content like math, science, and reading, this class employs visual arts integration to target social emotional objectives--like being able to express oneself, and working safely and successfully as a group. "Investing in Artists" by Elise Gallinot Goldman describes her life behind an administrator's desk in New Orleans as a program director and manager where hurricane Katrina has fractured the school system. Since Katrina, their public school system has transformed into an almost exclusively charter system, where the school system took ownership of the kind of professional learning they wanted for their classroom teachers, and took a first concrete step toward realizing a goal of professionalizing the teaching artist field in New Orleans. While implementing a creative collaboration process of "Throwing Cake at the Wall" to see what sticks, Bonnie Gabel describes collaboration as a messy process that means letting the story come organically instead of trying to force it. Debora Broderick explores whether or not one needs to be an artist to create art, in her article, "Who Is Art Really For?" In "Making New Ideas," Jeff Redman writes about his eighth grade drama class, and ways he gives students the tools to invent and develop new ideas. He describes the art of making time, giving space, and encouraging a willingness for students to be open to anything.