In this article, I explore politics in children's art practices that divert from normalized accounts of children's art and lives, especially those that seek to compartmentalize the child, children, and children's artmaking, grounded on the ideas of French philosopher Jacques Rancière--namely, the distribution of the sensible, politics, and dissensus. By sharing a painting event I observed during an ethnographic case study in the arts-integrated kindergarten classroom of a university-affiliated childcare center in Pennsylvania, I examine how children negotiate the rules and roles imposed on them over the desire to work "out of the lines." In doing so, I raise questions on how the research, pedagogy, and practice of young children's art could benefit from a reconsideration of typical thinking to potentiate new and different perspectives.