Although virtually all contemporary art teachers list "enhancing creativity" as a key desired outcome of their programs, analysis of lesson plans used in schools suggests that in practice very little curriculum is specifically geared to developing creative abilities. In this paper, the author describes how she developed the curriculum content for Spiral Workshop, the University of Illinois at Chicago Saturday art program for teens. In developing the curriculum, she keeps in mind the Principles of Possibility, a list that articulates important components of a comprehensive art education experience--(1) Playing; (2) Forming Self; (3)Investigating Community Themes; (4) Encountering Difference; (5) Attentive Living; (6) Empowered Experiencing; (7) Empowered Making; (8) Deconstructing Culture; (9) Reconstructing Social Spaces; and (10) Not Knowing. Playing, a necessary component of any creative process, is the first (and foundational) principle of the possibilities that can emerge from a quality art curriculum. As well as giving students opportunities to engage in creative play--both playful making and playful interpretation--it is important to encourage their capacities to make nuanced observations of inner experiences as they engage in creative work. The author also discusses some considerations for creating creative people. (Contains 6 endnotes.)