In order to co-construct a better understanding of the nature of children's art experiences at home and in educational settings, I interacted with four young children who photographed and discussed their art experiences over the course of one year. As a result of these research processes, and considering John Dewey's (1934/2005) "Art as Experience," insights were gained into these children's perspectives on art experience. This article explores a small aspect of this research as it describes one 4-year-old boy's spontaneous art experiences of drawing maps, games, and computers, and reveals some of the private and public aspects of his perceptions and actions, his emotions and skills, and the times and contexts in which his art experiences took place. Pedagogical considerations for supporting and extending children's art experiences are considered, including building meaningful adult--child interactions; structuring environments and time to support children's authentic interests and needs; and the provision of time and resources which allows for connections between children's artistic perceptions and actions.