In connecting personal stories with historical and cultural contexts, art becomes more accessible. We have integrated into this article our family stories that connect our personal experiences, historical, social, and cultural contexts with artmaking. They frame their family stories as "funds of knowledge," or knowledge and skills cultivated at home that are responsible for the well-being of a household (Esteban-Guitart & Moll, 2014; Moll, Amanti, Neff, & Gonzalez, 1992). To begin, they share their experiences of collaborative artmaking and learning through informal art spaces, their research, and how they connect to them. Next, they discuss the pedagogical implications of needlework. Their objective is to encourage active listening through stories that are connected to history and lived experiences of how art is learned in private spaces and how participants may also become active listeners and participants in their own histories. In this article, they argue that Chicago's "Birth Project," a large collaborative exchange between participants from the United States, New Zealand, and Canada that took place from 1980 to 1985, and the 1940s fabric patterns from "La Familia" use needlework to forge transnational spaces that are pedagogical. Through conversation, these spaces expand collaborations, creating support for women and those who navigate transnational spaces.