Typically people believe that creativity must be generated from something new. However, in this paper, I will argue that an art teacher who wants to teach creatively in his/her class can do so by discovering something ‘old.’ I have selected two art activities that were used to introduce the creative process of interpreting historical documents of art educational history in a graduate course, ‘Theoretical and Historical Foundations of Art and Visual Culture Education’ at the University of Arizona. The first activity presented the late 19th century industrial drawing methods of Walter Smith. The class was modeled upon Smith’s teaching methods, but offered a wider expression of media options resulting in a dynamic classroom atmosphere, which generated a wide range of visual responses from class members. The second activity captures the concepts of ‘the city as a social laboratory’ and ‘making a child’s museum’ from the progressive educators Anna Billing Gallup and Louise Connolly. The activity designer selected an everyday object, river stones, to facilitate students’ abilities to generate and construct meaning. He wanted to demonstrate that ordinary objects could be used to build a museum in the classroom. By analyzing these activities, three new perspectives will be seen from the research. First, creative pedagogy can be developed from old methods; second, thinking about how to adapt other’s methods is part of the creative process; and third, one change can lead to many possibilities. My objective is to offer a new view for art educators seeking to implement new methods for creative teaching. In discovering the adventure of ‘renewing’ their knowledge, art educators come to explore other creative worlds.