Abstract
A post-reconceptualization of art education relies on a presupposition that there has already been-or some scholars have at least pushed the limits of-a reconceptualization of art education in the fi rst place. Unlike curriculum studies in general, we believe the fi eld of art education, and more specifi cally the area that deals directly with and appeals to K-12 art teachers, did not experience a reconceptualization movement in the past that, for example, challenged and changed profoundly and directly the primary concepts and functions of curricula, to move from curriculum development in art education to understanding curriculum as symbolic text (Pinar, Reynolds, Slattery, & Taubman, 1996).
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