In this qualitative social research work, the reader will be able to appreciate from the beginning and throughout his journey, the approach from which I assume my profession as a teacher of artistic education; in other words, the point from where I stand to see and say what I'm seeing and doing. This is how art cannot be typecast, it must break with the ordinary always sought new answers overcoming the routine (Greene, 1980). In this way to break with the routine of making and teaching only a few techniques, or making girls and boys of school Class IED compliant subjects, it will be appreciated how the intention is aimed at the formation of social actors through processes of development of a sensitive attitude and whose means to achieve it will be through art as experience. As an educator in the arts area and particularly in the Class IED school, I want to make known in this work the relevance of the aesthetic experience in the