The purpose of this article is to explore integrating nontraditional classroom art materials and allowing students to make art for nonart spaces. Art programs must stimulate creativity, innovation, and imagination; provide tools the students can use; identify a context the students can experiment within (Chang, 2015; Gude, 2010); and offer the opportunity to encounter a range of creative experiences (Freedman, 2015; Zimmerman, 2015). Art educators must critically question whether their programs succeed in guiding students to meet their own creative potential (Smilan, 2015). Engaging students with contemporary art lays a foundation from which students can contribute to current conversations on art and culture (Gude, 2004), helps guide students in asking the questions contemporary art often provokes (Marshall & Donahue, 2014), and furthers creative dispositions (Salazar, 2015). Through this research unit, the author provides students with opportunities to become more resourceful participants in the world, to create more innovative solutions to problems, and to become engineers of their own play and learning. To do this, the author collects data from pre- and post-surveys, field notes, recorded group critiques, and interviews. The research findings suggest that facilitating student exploration of reclaimed materials and supporting investigation of specific sites through artmaking provide students with opportunities to grow creatively, stretch their imaginations, strengthen their creative problem-solving skills, and explore new ways of generating ideas. Creating with reclaimed materials for nontraditional artmaking and in nontraditional exhibition spaces encourages students to become more open and flexible, take risks, and persevere. When working collaboratively, students engage in dialogue, practice compromise, and discover other ideas and approaches.