In democracies, power sits with a community of individuals, but for democracies to thrive, we must listen to and enable the full range of the community’s narratives—leaders and followers, owners and workers, cultural epics and single-family stories of location and dislocation. The role of arts education is to empower these diverse voices through a variety of media and story forms. The authors draw from a combined 36 years of public school, university, community, and international classroom and studio experiences in theatre, film, community-based art, and visual art to share an interdisciplinary, documentary approach to arts education. The workshop outlines three projects and includes interactive participation to demonstrate the presenters’ pedagogical approaches. First, “The Migration Project” was created in a large suburban high school where visual art students worked with recent US immigrants and English Language Learners to illustrate their Coming to America stories. The project resulted in a traveling gallery show revealing the diversity of a high school community and was a catalyst for vital conversations about home, identity, and dispossession. Next, “Etude of Origin”, is the basis for creating physical theatre performances based on students’ family creation myths. Finally, “Storied China” was developed during the presenters’ U.S. Peace Corps service in China. Students interviewed their oldest living relative to elicit untold oral histories. The project involved translation, multiple story and poetic forms, and performance. During the interactive portion of the workshop, participants will explore foundational creative exercises for initiating documentary art projects with diverse populations.