Engaging arts and media students in chem. classes that are part of their general science requirement can be challenging. Chem. - with its non-anthropocentric approach - disregards the subjective components of knowing, including its emotional, cultural, and spiritual determinants, and thus it risks to be perceived as something outside the students' field of interest. The presentation contains a set of tips in form of stories, visuals, and class-demos that tackle subjects, such as knowing vs. believing, the scientific method vs. artistic point of view, logical reasoning vs. intuition. These methods were developed for students majoring in fields, such as music, acting, cinema, fashion, photog., fiction, jazz, art, television. The presented tips were tested in liberal arts chem., general chem., organic chem., and biochem. classes. When these tips were employed in combination with other teaching techniques focused on promoting critical thinking, written comments on student course evaluations expressed a sense of connection with chem. The presentation is a discussion starter to help clarify discipline-specific epistemologies in chem. vs. the arts and humanities.