This review presents a rare blend of a scholar's insight into research and a teaching artist's insight into what the implications of that research can and should be for all teaching artists, regardless of their field. The author thoroughly examines Daniel Serig's 2006 research "A Conceptual Structure of Visual Metaphor" (Studies in Art Education, 47(3), 229-247) for its underlying theoretical framework and its very interesting methods. Then, she reflects on the ways in which the results might be incorporated into teaching artist thinking and practice--a highly valuable addition to the understanding of what the author calls "the alchemy that takes place in the space between lived experience and the codes we generate for those experiences...." (Contains 1 figure.)