The study by Miriam Schmidt-Wetzel examines the artistic practice in art education, which is always characterized by the collaboration, coexistence, or even competition among learners. In doing so, it focuses on a central methodological category that has so far been neglected in the discourse on art education. The theoretical background for the empirical exploration of this structural feature of art pedagogical action is formed by societal, media-related, and youth cultural developments, as well as educational policy changes that emphasize social interaction. Forms of collaboration and current collaborative action patterns in the visual arts represent another central area of reference and the professional foundation for this methodologically and content-wise innovative exploratory study. Through exemplary case analyses in upper secondary school courses, the specific forms and effects of collaboration in art education are differentiated and elaborated over several steps of triangulation and synthesis. Building on this and referring back to the theoretical, interdisciplinary, and artistic frameworks, extensive subject-didactic and general pedagogical conclusions are also formulated. Together with the detailed justification and reflection on the examined teaching units aimed at collaborative action patterns, this volume not only makes a significant contribution to the understanding of collaborative artistic processes in art education but also serves as a valuable tool for planning and conducting contemporary art instruction.