Too often the art classroom is viewed as a place where students only learn to draw, mix colors, and create messes. Though there is truth in this, the art room contains much more than what is witnessed at a superficial level. But if one searches within, they eventually encounter the reality that art provides a means of communication, reflection, problem-solving, and creative production. My goal as an art educator is to enhance students’ cognitive abilities and thinking strategies with techniques that are encountered through the process of art-making, but expand and apply beyond the walls of the classroom studio. One of the basic skills I relay to my students through creative projects is the idea of communication. Art was born from this concept; as our ancestors painted on cave walls, they did so out of necessity for communication. Cave paintings are some of the oldest artistic relics, but also considered to be the earliest forms of communication. Students possess the potential to convey an idea by means of their work, but they must also engage with others in order to reach that point. When engaging in group projects as well as group critiques, students are enhancing their communicative skills, while also building their expressive vocabulary, through the exchange of audible feedback. While communication is a necessity in any classroom, one factor I find the most valuable in the studio is the concept of struggle. In recent years, the idea of struggle has become more aligned with, almost a substitution for, failure. Even though these two occurrences perform in tandem, they do not reflect the mental ability of a student, but rather enhance students’ cognitive development. Consider the procedures of experimentation for scientists; they enter the laboratory with an idea and hypothesis, then execute several tests before concluding, or continuing, experimentation. The studio is not unlike a laboratory, in that both environments nurture learning through experience. Students can become frustrated on a project as they strive towards the goal predetermined in their mind’s eye. They begin to sense that they are not good enough to be an artist, or even participate in creative processes. However, what students, and most adults, do not realize is that by struggling, problem-solving skills are being increased. As students see and experience factors that do not lead to success, they are then redirected to think more critically about their next, appropriate, step for a potential gain. Although I consider struggle and strife to be an excellent factor in the art room, it does not represent the entirety of my philosophical beliefs. Ideals of constructivism from theorists such as Vygotsky, Piaget, Dewey, and Bruner are the most applicable to the studio environment. These gentlemen and their contributions to educational psychology reveal that learning is not acquired, but instead is constructed by the students themselves. Experience, discovery, experimentation, and social interaction when applied correctly maximize the learning potential within the classroom. Art is a subject that must be taught not only by someone who understands it, but also has a passion for it. My passion for art aligns with my desire to learn. As a devotee to life-long learning and art-making, it is my goal to have my students seek art in all aspects of life. Not just visually, but also mentally. Creativity is not confined to the art room alone; nor communication, reflection, asking questions, struggle, or success. Being an educator I strive to have all my students perform at their personal best, providing them with feedback and support where needed. Art is more than an object, skill, or asset; it is a way of life and thinking that exists within and far beyond the boundaries of an art classroom and its contents.