This capstone explores the relationship between art and experiential learning to support the hypothesis that Art enhances experiential learning. In doing so, it combines experiential learning theory from Kolb and other humanistic psychologies and pedagogists such as Carl Rogers with the philosophical approach to art as experience introduced by John Dewey. The study reviews a broad array of approaches to learn the impact of art in building skills for cognitive, emotional, social and even physical development. It also draws from educational philosophers and activists such as Maxine Greene, who have long supported the inclusion of art in education. I propose a modification of the experiential learning model that integrates creative processes to support art as an experiential learning process for both, the artist and the observer.