High-stakes testing, ranking and streaming are practices endorsed by various education systems around the world, including Singapore. This book examines how a competitive education paradigm impacts meaningful art learning. At issue is whether students and educators are able to negotiate the pressures of meeting systemic expectations, while honoring and nurturing their passions and proclivities for art. Through a nested methodological approach employing document, visual and interview analysis, systemic issues were examined; culminating in a proposed exhibitive pedagogical framework. Although this research is framed within the Singapore context, implications are far ranging. This publication will be of interest to any person attempting to understand and compare educational frameworks and pedagogical practices. In addition, this study offers the reader a lens to (re)examine the fundamentals of meritocracy, social functionalism, and instrumentalism in public school policymaking.