This article shares the authors' journey together across different literacy practices and platforms over the course of a semester, when Sarah asked her high school senior English students to write a traditional personal narrative (art on the page), then translate the narrative to a digital story (art on the screen), and finally embody major themes in a story with their bodies at a culminating Image Theater event (art on the body). The partnership was serendipitous. Julie was a newly appointed literacy education professor in a metropolitan center in the Deep South who sought to partner with an English teacher in a neighboring urban public high school to work with a representative population in the community: 98 percent African American and 75 percent free or reduced-price lunch. Sarah was recommended by colleagues as an inspiring, experienced professional at Smith High School and, when approached, expressed interest in pushing both herself and her AP seniors to explore digital storytelling and theater techniques. Together, the authors expanded a traditional personal narrative writing assignment so that students might creatively leverage the digital "and" the physical to present narratives and counternarratives about the self to imagined audiences.