In this article, I shall argue for the value of conceptualizing, and practicing art education as a kind of play or game, drawing inspiration from the concepts of finite and infinite games articulated by philosopher James Carse (1986). In so doing, I seek to encourage a continuing dialogue with the assumptions that constrain the theoretical basis and practice of contemporary art education and to articulate what is at stake in a proposed transition from an art education focused mainly on traditional fine arts and crafts to a visual or material culture education that would examine the icons, meanings, and forms present throughout our cultural space and social experience. (Contains 2 footnotes.)