How might both beginning art teachers and those who prepare them become attuned to covert aspects of teaching art in schools that often go unnoticed, but that nonetheless impact both teachers and students and have significant implications for creating more just ways of being in schools and life? And how might arts-based approaches to attunement have something to offer in this regard? In this article, the author offers one set of possibilities for developing critical attunement practices through documentation and collage practices. The author begins by describing how she came to recognize the affordances of collage as a practice of attunement during her dissertation study with beginning art teachers. Next, the author offers examples of how she has experimented with these practices in an elementary curriculum in an art education course with preservice art teachers. Finally, the author suggests that a politics of attunement could benefit both preservice art teachers and those who prepare them by providing opportunities to question taken-for-granted practices and procedures in schools, calling attention to areas where change is needed and possible.