Situated thought and action are facilitated according to specific children, negotiated among classroom community members, and placed in a specific place and time. Through action research, the author worked for about a year with a group of 15 elementary school children between the ages of 7 and 10, during a Cub Scout program in Lefkosia, Cyprus. The result was a series of art projects that included research by small groups of children about history, art history, and community life for purposeful artmaking. This article discusses situated learning in an art classroom, how it can be facilitated, and how it is related to the development of a learning community. The examples come from the program mentioned above and more specifically, from a children's project based on the general theme of the Olympic Games.