This case study focuses on one student as she engaged in a general education art course that integrated visual art, writing, and expressive movement. In the beginning of the semester, this elementary education major had little interest or experience in the arts. Over the semester, however, she moved from being resistant and fearful of art to being willing to take emotional and artistic risks and to generate her own artistic ideas. Using the student's reflective writing and artwork, I construct a narrative portrait of the development of her creative thinking as she engaged in photomontage and masked performance assignments. Interactionist creativity theories informed instruction and data analysis; themes of evolution, construction, connection, interaction, and reflection are explored in relationship to this student's work. (Contains 4 figures.)