This article embraces the developing discourse around Deaf and disability art and uses it to recognize and discuss the art produced out of Project Re·Vision's (Re·Vision) arts-based research workshops--multimedia storytelling workshops and theater workshops with D/deaf and disabled people--and think through the role these workshops played in the development of Deaf and disability arts in Ontario. The article also considers how these works of art, by and about disabled people, function as a form of public pedagogy, ushering in new understandings of disability. The article begins by describing the scope of Re·Vision as a research project and connecting this project to the emergence of Deaf and disability arts in Canada. It then draws on reflections of d/Deaf and disability artist participants as related to the authors through interviews conducted after the workshops to unpack the roles these played in their artistic development. The article concludes by discussing the significance of Re·Vision in cultivating Deaf and disability arts through facilitating artistic training and the development of key artistic connections which led to other disability arts projects and advancing disability aesthetics.