In many African communities, storytelling is a vital practice for preserving memory, transmitting values and making sense of the world. Rooted in oral traditions, myth and legend, these narrative forms are integral to Indigenous Knowledge Systems (IKS) and are increasingly being explored in design education, though often in experimental or supplementary ways. This paper reflects on Arrival of Myth, a collaborative interdisciplinary second-year studio project between Architecture and Multimedia design students at a South African university. The project was conceived in response to a pedagogical gap in integrating IKS meaningfully into design education. Students reimagined Johannesburg through African folklore and contemporary urban events, using stories as methods for spatial analysis, speculative design and digital translation. Narratives included a reworking of Anansi the Spider in relation to the Usindiso building fire, a superhero folktale addressing high-rise violence and a mythic interpretation of the Bree Street gas explosion. Architecture students developed spatial responses to these urban myths, while Multimedia students transformed them into cinematic title sequences using motion graphics and animation. Storytelling served as both a design method and a pedagogical tool for building ethical awareness, cultural sensitivity and critical design literacy. This reflective account proposes a conceptual framework for integrating IKS-based narrative methods into interdisciplinary design pedagogy, emphasising oral tradition, place-based knowledge and holistic worldviews as potential pathways for culturally resonant and ethically grounded practice.