Art education history takes many forms and serves many purposes. I argue that it is useful to think of art education history as a collection of stories that we can call on, identify with, and integrate to help us know our field and ourselves as artists and educators. Utilizing the theoretical lens of new histories, I present one student narrative from the 1960s as a representative story that encapsulates the essence of artistic community formed during this decade of the 123-year institutional history of the Art Department at Central Technical School (CTS). The experiences of former CTS student Alice Saltiel-Marshall (b. 1948) at this location of art education in Toronto, Canada, offer a window into a culture developed and expanded within a secondary technical school but also resting outside of the larger narrative of technical education and schooling. I conceptualize Alice's stories as part of a patchwork of overlapping narratives which link into a multiframed spatial-theoretical architecture based on the form of the Renaissance polyptych. This architecture connects and configures various stories and story forms into one new history of the CTS Art Department. Alice's stories bring the history of this institution into sharper focus by examining the artistic community and culture that has sustained itself for almost five generations.