In this article I will present case study research of an elementary school art teacher who provided both verbal and visual means for students to respond to art while on a museum field trip. I will focus on how the students' drawings from memory and artwork in their sketchbooks present compelling articulations of their understandings of certain artworks. I will also discuss how their reflective writing about the field trip supports and elaborates on their visual articulation, and how the students' works are manifestations of qualitative reasoning, visual thinking, and imaginative cognition (Efland, 2004) in addition to linguistic thinking. Through this discussion, I hope to illustrate the essential role of image-based, nonlinguistic thinking (as in visual thinking, qualitative reasoning, and imagination) in interpreting and expressing understanding of works of art. (Contains 14 figures and 4 footnotes.)