This article describes a collaboration between the "Rubin Center" and my "Methods of Teaching Art" class and explores how constructivist practices support democratic citizenship and idea-based art education curriculum building. The collaboration came about as a revived attempt to expand the performance-based and experiential opportunities for preservice art educators. Underlying this project was the assumption that art curriculum building can and should be a creative act not only in tune with the practices and products of (studio or visual arts) making but also grounded within meaning-making practices that involve research and discussion. Within this collaboration lies the hope that we might deepen the experience of preservice teachers, and, through it, advance generations of children enrolled in the local public school programs these preservice teachers intend to serve.