We are all born scientists. We are all born artists. Harnessing this innate curiosity and creativity in the classroom has the potential to improve understanding, engagement, and student interactions with science, especially with non-science majors. We present a classroom model based on the process of illustration and critique that facilitates students interpreting and discussing class material with their peers and improves instructor understanding of student comprehension. It is crucial to find effective ways to engage non-science majors with scientific content, showing them they are integral parts of creating interdisciplinary solutions to the world’s environmental, social, and political problems.