This study argues that the learning context should be linked not only with the student's growing knowledge and skill within the curriculum but it should also allow for an understanding of how that curriculum connects and relates with the democratic society of work and leisure. It is further argued, that as a consequence of arriving at that understanding, students acquire a sense of empowerment and control over their lives. The study establishes the historical background to the Artists and Architects in Schools Programs, and the role of the art teacher and the artists and architects within those programs. The thesis discusses the history and development of the state community school movement, its establishment in Victoria, and the radical nature of its underpinnings. Reference is also made to the private alternative school movement. The process of decision making in Croydon Community School and Sherbrooke Community School in respect to their Artists in Schools Programs is examined. The issues discussed are: three orientations to the curriculum; the American Discipline Based Art Education; and the recent curriculum guidelines of the Victorian Ministry of Education. A comparison is made of the approaches to learning and negotiating the curriculum between Swinburne Community School and Croydon Community School.