Offers a view of the role of visual art in Canadian education, from its roots as industrial drawing in the early 19th century to its important position in contemporary schools. This work contains essays, many illustrated, that range from focused surveys of particular eras or regions, to case studies that examine art education theory and practice.

"From Drawing to Visual Culture" takes a sweeping view of the role of visual art in Canadian education, from its roots as industrial drawing in the early nineteenth century to its important but often ambiguous position in contemporary schools. Art education and cultural history scholars consider practices in public schools, post-secondary schools, and non-school settings. The essays, many illustrated, range from focused surveys of particular eras or regions, to theoretically based analyses of movements or trends, to case studies that examine art education theory and practice in specific times and places. Contributors show that the nature and character of art education in Canada reflects the influence of ideas and practices in art and education and their interaction with various aspects of culture, language, religion, government, and geography.

Contributors include F. Graeme Chalmers (British Columbia), Roger Clark (Western Ontario), Robert Dalton (Victoria), Suzanne Lemerise (Quebec a Montreal), E. Lisa Panayotidis (Calgary), Leah Sherman (Concordia), J. Craig Stirling (independent scholar and researcher, Montreal), Wendy Stephenson (PhD candidate, British Columbia), William Zuk (Manitoba).