When the COVID-19 occurred and classes went virtual, art education was particularly at risk because students did not have any art supplies at home. However, art teachers transformed their curriculum, adjusted expectations, and tried their best to teach art despite the isolation. Jane Brumfield Montero struggled to communicate with students and reassure them that art classes would go on even though the art room was closed. According to Levinson et al. (2020), "High-quality learning is inherently relational and social, not individual and teacher-centered" (p. 982). Despite school being closed, she found a way to break through the sense of isolation she felt by starting a virtual Sketch Club. After 1 day of sharing the news to join this club, 65 students signed up. By the end of the school year, there were 72 members. She also started other art clubs as the school closures continued. As much as she long for teaching students face-to-face in the actual art room at school, she will always look back on this year of isolation as an opportunity to expand art educators' teaching practices. She looks forward to bridging the technology gap and blending the best of the pandemic year with the future classroom environment.