As an art specialist intern at a museum-based preschool, the author facilitated an art studio session every afternoon for 5-year-old students. She naively envisioned children creating artworks that followed her lesson plans and instructions. However, as she embarked on this journey and began teaching these sessions, she witnessed two startling aspects that were contrary to her preconception of childhood art. First, for the children, art was not only about creating visual artifacts but also embracing the performativities of play, which occurred spontaneously and emergently. Second, children's artmaking was interwoven with social interactions such as communication and collaboration. In relation to the concepts of social interaction and art practice, this article engages with these findings in order to explore children's emergent collaborative play in the art studio.