Identities undergo a series of influences, shifts, and dialogic constructions; this is especially true throughout adolescence and in relation to political and social situations within communities. A review of identity development literature coupled with research on multimodal creative expression reveals the ways in which identity is constructed and influenced by competent actors in our lives. As such, Hull and Katz (2006) suggest that "we enact the selves we want to become in relation to others -- sometimes in concert with them, sometimes in opposition to them, but always in relation to them" (p. 47). Our sense of self and identity is informed and tempered by social, cultural, and historical contexts that we engage with and contribute to with others. This research incorporates the perspectives of both teachers and students as they are engaging in a dialogic exchange of identity expression in the visual arts, as well as engaging in teacher-to-student and student-to-teacher relationships that can foster trust and confidence during a time of adolescent identity exploration and establishment. Grounded in the theoretical foundations and approaches of the Dialogic Self Theory, Aesthetic Education Theory, and Critical Aesthetic Pedagogy, the arts-informed qualitative, phenomenological study seeks to understand the dialogic construction of identity through the visual arts at EHS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]