There is very little consensus about what comprises the content of artistic learning. At present the research field is divided among ideas about content derived from the formal study of the conventions of mature art and artistry, about content, as it is shaped and constructed by social and cultural conditions, and content to do with learning processes in arts education. Where we locate and how we define content and the principles that support our definitions, and become reflective and critical in our procedures for research, will influence the way we teach. Research is the key. This paper is a call for proactive researchers to create an agenda for arts education research now and toward the 21st century.