Biology and art have been linked throughout history. Early scientists, such as Leonardo de Vinci and John James Audubon, used sketches and painting to document their findings. Even early hominids left evidence of their world through cave art. Histology, the microscopic study of tissues and cells, relies on defining shape and spatial relationships between landmarks within cells and tissues. When looking at a microscopic slide a scientist focuses on form, structure, and complex relationships, while an artist focuses on patterns, colors, and intricate designs. To a biologist, a slide of stained cartilage displays as a tissue with small groups of cells, but to an artist it may resemble islands in a blue ocean. Learning how to use artistic details in combination with scientific concepts can help students better characterize and recognize tissues. Our project brings together two populations of college students to investigate the use of drawing as a learning tool. Senior biology majors received instruction on how to draw, paint, and recognize shape, form, and color from senior-level art students. Our approach provides an opportunity for students to collaborate with each other and with community members through the production of an interactive display for the University of Louisiana Monroe's (ULM) Museum of Natural History. Through metacognitive student responses, we propose that the inclusion of art peer instruction increases student performance.