People are storytelling organisms who, individually and collectively, lead storied lives. Their ways of knowing and responding to the world are essential to understanding the ways in which they think and learn. Children, teachers, and school leaders understand the world through multi-layered lived experiences; and therefore, how we make sense of our world and learning should be of interest. This article focuses on how artmaking as sense-making was understood by a principal, aspiring school leader, and an elementary child, all of whom self-identified as leaders for social justice, and how they utilized artmaking to promote social justiceoriented work in their U.S. K-12 public school communities.