When do we know that we are part of a swarm? What might a swarm look and feel like in an art classroom? These were a couple of the questions that began two art educators' inquiry into ways swarm intelligence operates in a learning environment that might "reinforce and strengthen your most creative thinking with a positive feedback loop" (Rolling, 2013, p. 88). The notion of swarm intelligence (Miller, 2010; Rolling, 2013) embraces a mode of teaching that invites collective self-organized learning. This article traces examples through a series of concepts, namely: self-initiated learning (Hsieh, 2015; Jaquith & Hathaway, 2011; Wallin, 2010), distributed problem solving and indirect collaboration (Darts, 2012; Kester, 2011; Rolling, 2013), decentralized control (Deleuze & Guattari, 1987; Finkelpearl, 2013; Thomas, 2015), and potential for swarm intelligence as a fundamental element in art education for a democratic global society.