In this article, the author shares her kinesthetic-based art classroom unit. The kinesthetic-based art unit was originally designed to address disparities in learning styles present in her art classroom. In particular, students who were generally disruptive during teacher-centered art instruction often focused easily during lessons infused with movement activities. It became imperative to include kinesthetic learners in art instruction in order to level the playing field. In general, public schools privilege verbal/mathematical learning over other learning modalities. These modalities are reinforced at the expense of many students who do not fit this academic profile. In addition, the marginalization of many students due to their so-called inattentive behavior may simply be a result of inappropriately matched teaching-to-learning styles. Addressing this disparity, Griss (1998) states that, "by providing alternative paths to subject matter, kinesthetic learning can save some children from the spiral of academic failure". The study presented in this article was designed to incorporate kinesthetic, visual, and tactile elements in an integrative unit of instruction--an attempt to inspire all types of learners to thrive and grow. (Contains 5 figures.)