During a visit to Williamsburg Elementary School (Williamsburg, Iowa), this author was introduced to J. C. Holz, a 10-year-old boy who had already exhibited the characteristics of a prolific artist. During one of the interviews with J. C., the author encouraged him to have a solo exhibition of his work at the University of Iowa. The exhibition was covered by local reporters, and J. C., with his drawings of superheroes, became an instant celebrity. Brent Wilson, along with other art educators, used the J. C. Holz article as the basis for further investigation. Wilson concluded that J. C. had learned much from his self-initiated spontaneous play art. His drawings exhibited advanced concepts of foreshortening, movement, action, multiple viewpoints, value, contrast, shading, metamorphosis, zoomorphism, fantasy, futurism, themes, and plots. Wilson's analysis of the story lines in J. C.'s work found that they referred to past, present, and future events, plus real and imaginary concerns. The purpose of this article is to review Wilson's investigation, evaluate it in light of emerging perspectives, and learn from J. C.'s recollections of his past achievements. In addition, the author speculates on the impact that further analysis could have on art education, concluding that teachers can learn by expanding upon the technical, thematic, symbolic, and social aspects of the spontaneous art of students such as J. C. (Contains 3 notes.)