Discussing various perspectives of artists' influences and experiences can develop students' divergent thinking skills. Fostering students' divergent thinking skills is integral to developing creativity, and the Arts are a ripe forum for this. In contrast to convergent thinking, which focuses in on one "correct" conclusion, divergent thinking instead generates a multitude of connections, associations, and possibilities in relation to a topic. Divergent thinking entails seeing concepts and ideas from a variety of perspectives, through diverse interpretations, and seeking multiple pathways and solutions to a question or problem. How can art educators actively develop divergent thinking strategies with their students? This article highlights an elementary school art teacher's (Anna) practices that consistently model how divergent thinking can be cultivated by integrating the conceptualization process as a critical component of students' artmaking practice.