This resource describes how one art classroom used "everyday labor" as a topic to connect artmaking to community workplaces. The work of Theaster Gates, Faith Ringgold, Jacob Lawrence, Jeremy Deller, and Adrian Piper are suggested to stimulate class dialogue about work, labor, and jobs. The author invited members of their farming community into their middle school art classroom as a form of social practice. In an effort to address community concerns through artmaking, the author embarked on a learning encounter for students' through a Living Histories project. Reflection on the stories of community members provided concepts for the students' eventual artmaking. Individuals who were interviewed included a pastor, fire fighter, school board member, farmer, homemaker, accountant, and town manager. Every participant was provided the same questions to synthesize thought, while equalizing the significance of each individual and each profession. The variety of occupations provided an eclectic collection of stories, memories, and local wisdom that resonated with the students. The students took notes they referenced throughout the ideation, planning, and artmaking process. As a result of the exercise, the author noticed small transformations in how the students viewed the world around them. However, the impact was not limited to the students. The adult community members indicated they had a new appreciation for their own stories. Reflexive listening as a social practice within an art classroom impacted the larger community.