Genuine artistic activity in any medium provides a lens through which to examine the world as well as to express a reaction to it. Opening a wide variety of subjects to artistic explorations also opens the door of learning, specially to students with varied levels of ability. It was with these thoughts in mind that the two authors met to revise a mathematics and science course for early childhood graduate students. The graduate course was offered at a private, urban university, located in one of New York City's five boroughs. Previously, the course offered mini-lectures, demonstrations, hands-on activities, and a visit to a science museum, as well as extensive readings. The authors agreed to create a new experimental course that would integrate mathematics and science with the arts. They wanted to offer authentically based experiences in science, math, and the arts. A select group of Teaching Artists (TAs) was chosen from other well-qualified professionals for their willingness and ability to collaborate and actively apply the principles of Constructivist pedagogy to the arts. These TAs were able to meaningfully merge the arts into topics such as sound, energy, the changes of state of matter, and mathematics. This article examines two of these units and shares the students' reflections about their overall learning experience, inclusive of their responses to the TAs.