The purpose of this article is to explore the claim that seeing art education as a human right reduces learning into a linear process of development and assigns art education a constricted place between a universal rule and its implementation. This makes the education of art easily integrated in any dominant constellation of power (e.g., the global expansion of American industry). Rather than challenging this logic, art tends to naturalize it: as an essential component of life, it is art that fully develops human individuals. Artistic practices open up a possibility for art educators to experiment with their contingency and loosen the contractual relationship between what they do and what are expected to do. Art curriculum offers a valuable time and space to examine the ethics of human and nonhuman life.