An elementary school teacher’s attitudes towards art have a considerable influence on the art education that their students receive (Deniston-Trochta, 2001). We think that in the initial training of generalist teachers, it is important to give them the opportunity, among other things, to be in contact with original works of current artistic heritage that are known to raise questions about social issues. We believe that appropriating the museum context in a relevant way becomes an asset for students during their university training so that they themselves can develop a sensitive view of contemporary art and become aware of its pedagogical significance for their future students. Our article, from the perspective of Knowles’ (1990) andragogical principles and Pelowski and Akiba’s (2011) psychological model of aesthetic appreciation, presents the results of our previous research and aims to propose an approach to support students in developing their creativity through the discovery of contemporary art in the museum. In this article, the museum experience is presented as an event that is not limited only to the moment of presence in the museum but encompasses all prior interventions, namely the questioning of students about their museum visiting habits and artistic preferences. Subsequent stages, include interactions with the works and their impacts on individuals, from which creativity is generated (Minissale, 2013). The proposed contemporary art aesthetic appreciation activities participate in the development of students’ creativity, which can serve them both in designing art courses for their students and their pedagogy in general.