In this chapter I discuss the practical application of John Dewey’s notions of participation, growth, and the moral nature of education in John Dewey’s philosophy of education, and most notably in Democracy and Education. With this aim, I present the example of a student theater group that was active for more than 20 years in the Middle and High Schools of an independent K-12 school in Bogotá, Colombia. This example provides the basis for my argument about the current practical relevance of Dewey’s philosophy and for the importance of the arts in the articulation of formative communities within schools. Using my own experience as a student and a school administrator that, in different moments of life, both participated and oversaw the operation of the theater group, I engage current texts on philosophy on education to argue, within the Deweyan tradition, for the scenic arts as a privileged space to build the democratic spaces of associated living that are necessary for the moral growth of school-age students.