This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating imaginative, transformative dialogues from within visual culture phenomena. Theoretical reflections on dramatic inquiry's origins and its potential educational value are accompanied by suggestions for teaching and learning practices that inspire "critical questions that envision alternative just futures" (Desai, 2009, p. 25) and imagine their fruition. Building on Heathcote's (1984) work in drama education and Edmiston's explicitly critical, socio-cultural orientation (Freire, 1970; hooks, 1994; Kumashiro & Ngo, 2007) we explore Edmiston's (2011) seven key dimensions of dramatic inquiry through their use in K-12 classrooms and their resonance with contemporary artists' and art educators' practices.