The purpose of this paper is to illuminate the contribution of Albert Barnes on the evolution of art education by examining the concept of ‘transferred values’. Barnes developed his own theory of art education contacting directly with John Dewey. Barnes’ theory is implicated in the understanding of children’s personal development and developing curriculum, on the basis of Dewey’s theory of education which aims to overcome the dualistic point of view. According to Barnes' theory of art, the work of art is a product from creative intelligence and a complete fusion of material and spirit. He has expected to cultivate perceiving recognition by detecting the quality of artist's spirit which is merged with the material of work of art. He argued that the aim of art education is the learning to see. To see, that is emerged from art, is the aggregated of emotion and intellect. It doesn't mean to receive the outer stimulus merely by the sense organ eyes. It accompany the operation of creative intellect corresponding to the spirit of beholder. The significance of the art education theory developed by Barnes and Mazia, in the basis of Dewey's thoughts on education, is following. Firstly, they demonstrated the territory of ‘third quality' which is generated from interaction between the quality belonging to work of art and the individual experience of appreciator. Secondly, as the concept of ‘creative distortion' shows, they explicit the work of art as aesthetic medium which connects the ordinary world, art world and individual world. Thirdly, they developed the theory of objectivity in aesthetic value from the viewpoint of surmounting the dualistic idea.