This article discusses how a New South Wales (NSW), Australia, visual arts educator, Diane, and her 10th-grade students used art practice as research and visual process diaries to create mini bodies of work. According to Marshall and D'Adamo (2011), art practice as research stresses conceptual and technical skills, uses artwork for interdisciplinary inquiry, is student-driven yet educator guided, and employs concepts that connect to multiple academic fields. Art practice as research acknowledges the creative process as an integral part of artmaking practice; it invites art educators to consider providing students with an ability to articulate creative practice in explicit and knowledgeable ways (Marshall, 2015). It allows students to understand their artmaking processes, how they acquire knowledge, and how to articulate their own belief systems about artmaking, as derived from the synthesis of information (intellectual, emotional, and personal) from their world. The author found that visual process diaries, bodies of work, and art practice as research can serve as exciting and viable models for U.S. art education practice. By investigating and emulating artists' practices and ideas and by metacognitively reflecting on and communicating their own through process diaries and bodies of work, students can use art practice as research to interconnect ideas, link them to their own experiences and the world, and see artmaking as a way of thinking and knowing. Art practice as research helps students to understand their experiences in new ways as they investigate, creatively interpret, and become aware of their thinking.