This article utilizes the story of an art studio project involving 2nd-grade students in a new urban elementary school as they explored and engaged with architectural spaces in their community during their yearlong study of the theme of "Community." The purpose of this writing is to theorize and codify some major tenets of a narrative and reinterpretive approach to urban arts and design education pedagogy--one that recognizes and draws upon the colliding experiences and environments of urban living as an asset to the (re) constitution of identity and community. (Contains 3 figures.)