The purpose of this article is to explore how the descriptive processes developed by the Prospect School (1965-1990), in North Bennington, Vermont, and used in the Prospect School Teacher Education Program (1968-1990) managed to grasp to art in everyday experience and serve as a way of revealing, supporting, and celebrating the emerging humanness of its students and student teachers. Additionally, it investigates how the processes cast students as creators, and teachers as appreciators, of such art, understood in Deweyan terms, and how this in turn taught teachers to be present to students as learners and human beings. It draws on interviews with former Prospect teachers and student teachers, including an in-depth look at the work of one student teacher's descriptive review of a child's drawing. It concludes that description is a powerful tool for learning to see students, their strengths, and one's own practice (Rogers, 2006a). (Contains 1 figure and 12 notes.)