As we consider art education for future generations, we envision a change in focus from the "product," or artwork, to the artistic "process"--the thinking behind the artwork. How can we be so sure this shift of priorities is afoot? Indicators in general education point to thinking dispositions as the goal of learning (Costa & Kallick, 2013; Ritchhart, Church, & Morrison, 2011; Robinson & Aronica, 2016). In fact, in the next round of the Program for International Student Assessment (PISA), the international test that shows the educational progress of the world's nations, an entire section will be dedicated not to content knowledge, but to an evaluation of creative thinking (Gewertz, 2018). While we certainly do not expect content knowledge and technical skills to become obsolete, the capacity to independently behave as an artist, using critical and creative thinking, could matter far more.