The CRC is said to be read as a whole, but each article might be scrutinized separately to see in what ways it generates important matters for fulfilling children’s rights. In this chapter I suggest that the interpretation of Article 31 – the child’s right to rest and leisure, to engage in play and recreational activities, and to participate freely in cultural life and the arts – can go further than the CRC Committee (2013), which stresses the importance of the article by referring to the child’s development, socialization and learning for the future. Using the concepts of epistemic justice and encounters, the right to arts and cultural life is here discussed as rights that cannot fully be defined by only the duty-bearers. To accomplish the imperatives of Article 31, it is crucial to involve children’s own thoughts of what is meaningful and important: what is challenging, or enchanting, has to be understood from the perspective of the experiencing person. If the child is seen as an agent, co-constructing the social world, the right to cultural life and to arts opens up for accentuating the similarities between children and adults, both sharing curiosity and moments of “wonder-at-the-world” (Bennett, 2001).