While attending University of Michigan Dearborn, College of Education, Health, and Human Services I was invited to travel to Reggio Emilia, Italy to study the philosophy of child directed teaching and constructivism. Reggio children demonstrated their theories and understandings of the world through diverse means of communication, including representational drawings, figurative language, photographs, music, dance, role playing, and construction of loose parts. Their learning experiences extended from the classroom and into the community. Upon displaying the richness and depth of children's thinking, the community recognized all children as creative, capable and competent individuals. When I graduated, I took on a mission to help our children be heard, not only in our schools, but in the community. In order to share the value and significance of children's learning, I needed to understand the hundred languages of children (loris malaguzzi). In 2014, I accepted an emerging art studio teacher position at UM-Early Childhood Education Center. Small groups of children explored, reflected, and constructed skills in the studio and shared their experiences with other peers in their classroom community. Children developed ways to communicate to others, which did not rely on voice alone. Art mediums enabled children's thinking to be made visible, heard, and reheard from diverse perspectives. There is such joy among the children when their ideas are expressed and more importantly heard by others. It is my ongoing commitment to this joy.