Teacher educators are often challenged to demonstrate the same kinds of constructivist educational practices in their own teaching they so often recommend for public school educators. We report here on our efforts to reconstruct our university teaching practice through experiments with artmaking as a pedagogical strategy. Two case illustrations are provided which describe the contexts, process and outcomes of these efforts. We discuss our experiences with these "experiments" in practice as they suggest ways in which artmaking may function to enrich university coursework in teacher education, and as it has functioned to renew and deepen our work as teacher educators.