ABSTRACT
Art, and children’s art in particular, is fraught with dilemmas. What is art? Who makes art? What is the role of education in the making of art? To whom is art answerable? Ms. Woolf’s sixth-grade classes were a particular enactment of answers to these questions. Using her class as a starting point, we explore the ways in which education can create the conditions to expand the conceptualization of art in schools. We also consider the obligations a person enters into by engaging in representation.
