In this article, the author shares how she changed the way she engaged with Alex, a student who was reluctant to do art projects. While reflecting on Alex's objections to doing art projects, she noticed one concern in particular that arose again and again: he wanted to play. Alex experienced the shift into art-making as a break from playing with his friends. It was only through considering Alex's perspective on the world that the author was able to re-center her teaching practice around his needs as a learner. By restructuring the communication around art and supporting Alex in using language, interaction, and conversation in his artistic process, she helped Alex find a way to express his ideas through art that was both personally meaningful and more demanding than simply constructing a very tall block tower.