Pedagogical possibilities for teaching and learning are uncovered through a propositional approach to inquiry that entangles recent findings in the neuroscience of creativity research with arts-based theory and practice. The transdisciplinary potential for creative dispositions to inform education and mobilize knowledge in new ways makes emergent findings regarding creativity- priming important for art educators. This research diffractively investigates the artistic experience of two arts-related groups engaging in creative activities, particularly those involving the planning, design, and artistic communication of ideas, to examine metacognition of the interoceptive (mindfulness) and exteroceptive (priming) influences asserted in the neuroscience of creativity. Assemblages of data are diffracted and read-through one another to illuminate congruences in the lived experience and creative processes of student artists, art educators, and artist-scientists, leading to transdisciplinary pedagogies and ecologies of practice.