From the 1950s through the 1970s, children's play with blocks was seen as facilitating many developmental and educational outcomes, including art and creativity. In the 1980s there is less interest in the use of blocks to help children acquire art concepts and sensitivities as the pressure for back to the basics increases. This paper aims to reverse this trend by (1) discussing how blocks represent the young child's art world, (2) describing how children's involvement in the medium of blocks can be meaningfully facilitated by the classroom teacher, and (3) discussing art concepts that can be developed using the medium of blocks. The paper provides an overview of discovering and learning art with blocks, proposes a methodology by which teachers can enhance children's awareness of art and aesthetic sensibility, and offers guidelines for teachers guiding children who are building structures with blocks. The proposed methodology is based on a study of the effect of discovery/learning episodes on children's acquisition of art concepts, and the effects of this acquisition on the structures the children built with blocks. (RH)