Teachers of the visual arts have long considered the importance of how to collect and display their students' work. Throughout history, bulletin boards have covered classrooms and school hallways neatly displaying children's art work. This article briefly summarizes how documentation functions within the Reggio Emilia approach and then discusses the many ways in which documentation can play a key role in any arts education context. The author draws examples from her own classroom experiences and examines how documentation affected her practice as an art specialist working with students in kindergarten through second grade at a northern Chicago suburb's elementary school.