Charlie Lennartsson

‘Make something you could show your grandmother without feeling ashamed.’

This is often how the boundary for what is considered ‘acceptable’ to depict in art education is expressed.

Yet what is perceived as acceptable is not always clear. It is constantly shifting, being negotiated, and tested in relation to norms, values and context.

In art education, students are encouraged to express themselves freely, while their expressions are inevitably shaped by boundaries — both explicit and implicit.

How are these boundaries communicated, and what happens when they are challenged?