"Hickman’s consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesn’t resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest consideration creates a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision, our educative systems might one day reflect the imaginings of an artist. And, to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see the world with the artistry and imagination Hickman knows and seeks for all."

Stephanie Baer | Education Review

"Richard Hickman has described the complex workings in the art classroom with literary elegance. His sensitive and astute conceptualization of the many factors which surround the success of the art education domain emanates from the empirical evidence of his research, his depth of knowledge as an artist and art educator, and his experiences as a teacher and inspector within the British education system during the past three decades. "

Susan Paterson | International Journal of Art and Design Education

"This book deserves close attention by those artists, teachers, and academics who identify themselves with art education not simply as a subject in the curriculum but as a way of understanding and engaging with a wider meaning in life."

John Baldacchino | Teachers College Record