While teaching science in an alternative arts high school, the author continuously addresses the challenge of welcoming creative, right-brained students into the world of systematic inquiry. Busily mixing paint colors, choreographing futuristic dances, performing comedic theater, and practicing the banjo, the students rarely initiate authentic science endeavors. In this article, the author assigns two arts-based science projects to bridge the gap between students' artistic reality and scientific possibilities. These two projects focus on immunology and human evolution. Immunology lends itself to a guided inquiry lesson in which students receive specific direction regarding the nature and content of their projects. Students completing artwork related to human evolution explored the subject via an open inquiry format. These lessons guide students through diverse avenues of creative thought that lead to a common understanding of science principles. Based on their success with these projects, the students gain an increased comfort level in science. These activities are useful to teachers in a variety of school settings, as the lessons embrace differences in student learning styles. (Contains 5 figures.)