The residual meanings attached to the arts emerge through histories that have maintained disciplinary difference between dance, music, art, drama. This modernist persistence affects intellectual and corporeal innovation in school-based arts so how might a rearticulation of arts practices, as well as research and education procedures from the disciplinary to the affective bring about new conceptual and processual possibilities? How might this rearticulation bring about new conceptual understandings about what arts education, arts practice, arts research can be? Two distinctly different examples of urban-based arts projects: David Bowie; and Out of the Box children's arts festival are rearticulated through affect. While each project, when thought about in a disciplinary sense is wildly different, reconceptualising them through affect helps to consider new arts education futures. [For the complete volume, "Arts-Research-Education: Connections and Directions. Studies in Arts-Based Educational Research," see ED610775.]