This article proposes a way to expand the study of arts education within new contexts of technology and globalization. Drawing upon theories that have informed arts and aesthetic education in the past, the authors suggest new applications for these ideas to ensure that arts education sustains its significance in twenty-first-century society. The article makes suggestions about how to redirect arts education policy to keep pace with rapid global and technological changes and developments in new media learning as students presently experience them. As an example of this change, a digital humanities project that uses Rembrandt's art as a teaching resource is highlighted, and suggestions are made on how the program may be used to advance arts education and arts policy. (Contains 2 figures and 1 table.)