Education departments within museums and their art education programs have become increasingly important in evaluating the institutions' mission statement. The goal of any educational program is to engage visitors with art, developing skills such as viewing a work of art, providing accurate content about the exhibit, promoting critical thinking, and most importantly, doing so in a way that is meaningful to the audience. To understand more deeply the work currently carried out by museum teachers so that visitors can enjoy and make the most of their experiences within museums, the following analysis aims to identify the central issue within the art education process, through the description and reflection on representative theories, methods and strategies applied in the art education programs of visual arts museums. The goal is to understand the nature of learning and how relevant it is to achieving a museum's mission in order to attract its audience and develop new audiences in the surrounding community. Recent studies in the United States have demonstrated the importance of arts education in developing creativity, critical thinking and visual literacy in children and young people. However, what has happened in art museums, spaces exclusively dedicated not only to exhibiting their own collections, but also play an important role in educating visitors, through their own public programs. What has the museum's education department done to develop creativity, critical thinking, social consciousness, art history, and aesthetic appreciation? How do museum educators broaden their repertoire to better engage struggling visitors? What have museum educators done to help visitors build meaningful knowledge? What another benefit… the middle of the paper… showcases the different creations and opinions of non-experts. People use the institution as a meeting place for dialogue on the contents presented. Instead of being “about” something or “for” someone, participatory institutions are created and operated “with” visitors.” (Simon, 2010) Therefore, visual arts have the power and represent an opportunity for viewers to enrich their critical thinking, not just visual literacy, which should become visually literate in a particular way that encourages critical thinking and be measurable in standardized achievement tests. . The arts become both a process of discovery and a scaffold through which responses and actions can be generated. As described by Elliot Kai-Ke “The museum should be seen not so much as a place where knowledge is transmitted, but rather as a place where knowledge is produced”. (Kai-Ke, 2011, p. 46)