The idea of event in the title is taken as the possibility of thinking about arts education as something that is made up of historical and contingent layers. If we can play with the idea of social and educational research, art education is taken as an object to study its effects. As the origin of study, research seeks to understand how children learn it, how it serves social purposes, or how it comes into being as a school subject to provide for the changing needs and purposes of society, research objects we later talk about further. When we speak about «eventualizing» art education, we are reversing the questions of its study. It is to ask about the historical conditions that make art education as a school subject possible. What is taken for granted and given metaphysical and essentialist ideas about the subject viewed, in contrast, as a monument. That monument is not merely there as a heroic act of the past but embodies a range of cultural, social and political principles that come together. The assemblage ‘acts’ to make possible a particular ‘seeing’, thinking, and act on through its representations and identities. 

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