This study was conducted to deepen the understanding of depression in middle school students and to explore the experiential meaning of the changes in middle school students through interdisciplinary arts therapy to support their healthy growth. Participants were female middle school students in their third year of middle school who scored above healthy and below severely depressed on the Korean version of the Youth Depression Scale. This study followed Clandinin's (2013) narrative inquiry procedure and conducted eight sessions of a fusion art therapy program customized for the participants, and conducted short interviews during the program and in-depth interviews after the program. The experience stories of the research participants were , , and . The meanings of the experiences analyzed through the narratives were "recognizing lies," "increasing resilience through meaningful others," and "living as a true self and dreaming of the future. This study sheds light on the three-dimensional context of depression experienced by middle school students and the growth that occurs in the recovery process, and discusses the need for understanding and attention from parents and others in the environment surrounding middle school students who are experiencing depression to become 'meaningful others' for them, as well as the need for accompanying education and counseling interventions. As the first applied study of convergence arts therapy for adolescents, it also implies a vision of convergence arts therapy as an effective treatment mechanism for depressed middle school students.