According to Dissanayake (1988), the arts are ubiquitous, integral to many activities of life, sources of pleasure, and hold “survival value” (p.6). I observed that art is an exquisite engagement tool for everyone—but especially for the students of the Chicago Moms Art. The creative experiences and art-generated dialogues between these students sprout appreciation for other perspectives. Closely shared communications constructed strong relationships that continued outside the classroom, which allowed the students to accept each other as familiars. The relationship became an interactive link that built trust and created a sense of belonging that strengthened the bonds between the students and myself. Through the engagement, together we “leverage the knowledge of art through the interpersonal connections” (González, 2011). These bonds generated reflections which the students redefined and discovered meanings out of mundane activities in their lives. Especially for myself, reflection on the art teaching practice constructed a great appreciation for the experience of everyday life, including the artmaking process. As Dewey suggests, all experiences, both from the past and present, are carried forward and influence future experiences and decisions (2005). Any ordinary experience can be a lasting insightful interaction to continuously impact and change our mind and connected communities. I have decided to pivot my teaching practices on the experience and these interconnected engagements, beyond technical skill. I learned the importance of artmaking through asset-based pedagogy and the transformative impact it has on students. The way Chicago Moms Art’s students used their funds of knowledge to explore their past memories changed my future approaches toward teaching and learning. I was able to reimagine my pedagogy of art as a liberation method by recognizing the oppressive phenomenon of deficit learning and transforming my understanding of the world. I was able to find the pedagogy of liberation that is enlightening and engaging through working with the students at Chicago Moms Art. I believe this realization can develop into another project that visually interprets the knowledge for my students, to promote easier understanding. I would like for them to realize the power they possess in their lived experience and to transform their art practices and worldviews together. From now on, the art practice of Chicago Moms Art will be focused on making art with various materials and tools to explore personal interests and questions. The students will create artwork that is meaningful and purposeful to them. We will continue to pursue and discover the ways our world works through questions that engage both students and myself with progress toward transformation.