Art rooms are dynamic and multifaceted, determined by our everyday engagement with them. K-12 art rooms are also an underemphasized element in beginning art teacher pedagogy. Drawing on qualitative research using ethnographic maps of place as an elicitation tool during interviews, I discuss the importance of understanding the art room as a taskscape, a place of pedagogy. I present the experiences of four beginning K-12 art teachers in the United States as they detect and make sense of this taskscape. I argue that beginning art teachers approach the art room as a dynamic taskscape, one in which they attempt to layer various studio engagements into one place. I discuss possibilities for support of learning and engagement with the taskscape; I advocate for support of beginning art teachers in their efforts to think actively about art rooms as a place of pedagogy; and I consider next steps in research.