Western society sees art as beautiful, well crafted objects; and art education derives almost its entire theory and practice from this concept. However, this is only one function of the creative process and art educators need to reconsider the fullness and depth of the usage of that process and provide an alternative mission and practice of art education. This alternative use of the creative process can enhance and elevate the quality of the practitioner's life, not just the work of art produced. In this manner, art education becomes a powerful instrument, as it has been for primal people, for transforming the quality of people's lives. Adjustments in goals and means would help transform art education: (1) from art as entertainment to art being employed as a power to transform lives; (2) from art education that produces objects to art education that includes celebration, self-discovery, and personal and collective empowerment; (3) from art education that focuses on replication of past art forms to focusing on discovering and expanding on what is possible in human affairs; (4) from isolation of other art forms to integration of all; and (5) from the structured institutions where art is taught to places where democratic processes, compassion, self-discovery, and authenticity of whole persons attending to one another. Art is not only pretty, art is power; and power not only to transform the face of the page, but the quality of life. (KM)