Art education today manifests in curricula and school life as a contradictory and seemingly disparate array of various practices. The theory of art education is also fragmented into seemingly contradictory particular positions. In this situation, a reorientation and systematic foundation of the subject are necessary. Only such a systematic clarification of the foundations and justifications of the discipline can lead to a coherent art didactics that can provide guidance for school practice. This volume takes initial steps in this direction. The contributions, some newly written and others compiled from various publications over the past 15 years, demonstrate what needs to be accomplished in the context of revising the foundations and scientifically establishing art education, as well as its subject-specific application in the current situation.