This article seeks to help teachers design learning experiences that allow students to manage feelings and emotions before they emerge in the form of aggressive behavior. The author's investigation begins by reviewing the findings of theorists who identify linkages between emotional management, the onset of aggression, and the artistic process. He then examines a pedagogical unit that was originally designed and administered to a class of male urban high school students and called on accessing emotional content as a springboard for "authentic" artmaking. Next he follows by aligning qualities found in the students' artwork and their verbal comments with the findings of theorists to indicate that the experience has enhanced their propensities for emotional management and positive social interaction. Lastly, he considers the implications of his conclusions to the teaching of children and the repositioning of art education as a critical subject area in schools.