Copyright 2013 by the National Art Education Association Studies in Art Education: A Journal of Issues and Research 2013,54(3), 273-276 COMMENTARY My Desire for Art Education LAURA J. HETRICK University of Illinois at Urbana-Champaign Jerri [an art student]: Are you living your dreams Mr. Jellineck? Mr. Jellineck [the art teacher]: Well, I'nn an artist. 7err/; Well, aren't you a teacher? Mr. Jeliineck: Yes, Jerri, but I get the best of both worlds. I get to teach you youngsters how to create and I get to spend my summers thinking about wanting to paint. Jerri: Wow, must be nice to hope for the thing you wish to want. M any art educators may read this quote and hesitantly laugh, imagining themselves in the same position of the art teacher, commiserating with his lack of time to create while fulfilling his duties of teaching art. This short scene from an episode of the former cableTV series Strangers with Candy (Colbert, Dinello, Sedaris, & Lauer, January 31,2000) is, however, about more than Just an interaction between a high school student and her art teacher or the teacher's perceived lack of time to create personal artwork. It is a glimpse ofwhat is inherently missing from the art education literature about teach- ing future teachers of art—of addressing nascent teachers' personal, pedagogical, and professional desires. In the parodie scenario, the art teacher's desire is toward his own artmaking, but when I speak of teachers'desires, I am not limiting this to desires of bal- ancing one's teacher and artist identities and wishing to paint more often. Instead, I am considering teachers'desires for power and recognition, their desires to love and be loved, and their desires to save and be saved—all in addition to their desires about their own identities, and all within the context of their art classrooms and populations of art students (Hetrick, 2010a). Correspondence regarding this commentary may be sent to the author at: laurajh@illinois.edu Studies in Art Education I Volume 54, No. 3 273