This is a qualitative case study of student teachers and pre-primary schoolchildren’s integrative arts educational project at the Minerva plaza, Faculty of Educational Sciences at the University of Helsinki. The presentation introduces the collaborative design learning process of pre-primary schoolchildren and focuses on their ideas of using modern technology and augmented reality in arts education. The research problems were to discover and describe how children used augmented reality and technology in creating their “living art work”, how the design process developed and which kind of art forms they expressed in their augmented material. The data was gathered during the arts educational studies of pre-primary schoolchildren’s pedagogy when pre-primary school-children (3 groups, altogether 60 children) participated in “The living art exhibition” art workshops. The research methods used were a content analysis of students’ writings (15) and video documented observations (6 hours) of pre-primary school children’s design processes during their arts pedagogical sessions. The results show that pre-primary schoolchildren are eager and able to use new technology as a tool in creating their art work under the technical support of student teachers. Pre-primary schoolchildren used many art forms in their creative work. Children needed some guidance on technological issues but were very eager to learn and had many creative ideas. According to the student teachers’ reflections, they learned more deeply about arts education by interacting and observing children in their design practice. Student teachers also learned innovative ways to integrate recent technology into their arts pedagogy.