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Art Education has always been considered the poor step-child to the official provincial curriculum. Over the past number of years Art Education in Ontario has undergone major transformations. Specifically it triumphed in it's recognition as one of the four pillars of the Ontario Curriculum.This book examines the historical context of this evolution through interviews with arts educators. The interconnections between the historical contexts and arts educators are then woven into the interpretations of primary teachers' experiences in their classrooms.The primary teachers' experiences are encapsulated in case studies developed through interview and field observation methods of research. Each teachers' story unfolds and highlights various aspects they value in their teaching of art education. It also reflects the changes teachers have weathered throughout their experiences under numerous curriculum changes. Art educators, artists, teachers, persons interested in curriculum design, arts administrators and others will find this book illuminating in its scope and depth in the area of art education.