Early childhood education, particularly through the influence of the Reggio Emilia model, traditionally has a strong affinity for arts-based, inquiry-based, interdisciplinary pedagogy. However, in the US, as standardized testing and curricula creep into early childhood classrooms, they marginalize arts-based learning and the kinds of playful, collective, student-centered, experimental approaches it encourages. Relegating arts to the margins ignores their abilities as powerful learning "languages" in their own right, as well as their benefits and the possibilities they open for interdisciplinary and transdisciplinary learning. This article presents a 2-month project in a preschool class that implemented arts-based meaning-making strategies built around student interest in the children's book classic, The Three Little Pigs and the Big Bad Wolf. The subsequent analysis uses an emergent literacy framework, adding two of the eleven core New Media Literacies concerns (play and transmedia navigation), to examine ways arts-based inquiry projects and new technologies can support preschoolers' development of multiple, multimodal, and digital literacies. (author abstract)