This article focuses on the impact of active learning assignments on art appreciation students, considering projects involving creativity compared to those that integrated reading, close looking, and game play. The article incorporates data from exams and a worksheet where students ranked which assignments had the most impact on their learning. These data reveal a wide grade variation on the exams, students' ranking of the assignments, and how often student descriptions incorporated higher-order thinking. Nevertheless, key variables tied to high student rankings included activities that involved creativity or physical movement and those that were associated with grades.