What right to exist does art education have today? Which cultural and pedagogical historical traditions prove the richness of the tradition of this plastic and human-centered form? Following the explanation outlined in the introduction, the study explores the challenges facing educators who come into the fire of cultural canons. What are the reasons behind the duality of education with art and vice versa? It presents the background of art pedagogy’s philosophy and social mission, the need for further research of the past, and further development of children's culture. The professional training of today's educational professionals also contributes organically to a discussion of the issues by provoking continuous professional philosophical thinking. The new children's cultural content is becoming more accessible by newer media. It also carries the risk of commercialization, but a new approach is definitely needed for the art pedagogical professionals. The study attempts to provide guidance by setting up a typology in the dynamic and multifactorial space to identify the educational actors easier. In addition, it introduces the reader to the concept of competency development for teacher candidates and the (not just pedagogical) culture to be acquired through training.