As a dance practitioner in education, Jason Ohlberg is interested in how artistic inquiry through interdisciplinary, student-centered processes can engage dancers beyond traditional choreographic practices and offer deeper contexts for learning and growth. The research described in this article began through an inter-institutional initiative, funded in-part by the Teagle Foundation, to explore and assess the educational potential of museum exhibition-based pedagogy across disciplines. As part of this initiative, Ohlberg received two grants from the Frances Young Tang Teaching Museum to work with two separate exhibitions in connection with my performance workshop course in 2017 and 2018. This presented an opportunity to rethink learning outcomes for this course, traditionally designed to facilitate a studio rehearsal process and the creation of choreography for an undergraduate dance concert. The challenge was how to design the experience around a museum-based, student-centered process. In this article, Ohlberg describes the interdisciplinary process that engaged students in both physical research as well as museum-centered modes of inquiry. The framework was grounded in museum studies and utilized methods in immersive attention and visual literacy skills. Compositional tasks rooted the experience in movement and gave students a familiar tool--their dancing--with which to collaborate with the exhibitions. Self-reflective journaling practices captured the educational outcomes of these combined modalities. This research promoted deeper engagement in physical investigation and fostered ownership and agency in the creative process--a reflection that was echoed in almost every student's writing. While this research specifically focused on undergraduate students in a liberal arts institution, the methodology could be applied to any choreographic process across age ranges.