The artistic practices and products of Bantock, Lawrence, Sorel, and others are used as a basis for reflection about the best ways to demonstrate teacher-as-artist behaviors. Students employ personal artmaking, discussion, qualitative research, and group reflection as literate forms for learning. Leadership is shown to be the result of a fundamental relationship that is nurtured with students through interdisciplinary approaches to the theories of developmental psychologists including Gardner, Parsons, Piaget, and Vygotsky.