There exist already many practical projects that bring together Education for sustainable development (ESD) and artistic practices. They tie in with the transformative potential and the power that are attributed to the field of art in dealing with issues in the context of sustainable development. However, it is currently not clear how this potential is to be assessed in the field of formal education and especially in primary schools. This article addresses this issue on a theoretical level. It discusses how the inclusion of artistic practices in ESD can promote specific competences to help shape sustainable development and thus contribute to the overall goals of education. This incorporation takes place along four central areas, namely, development of vision, multi-perspectivity, spirit of inquiry and openness, which are central to both the educational concept of ESD and an artistic approach.