The aim of this paper is to examine the theory and practice of F. W. Parker's art education in consideration of the current issue of Japanese education, which aims at fostering "zest for living." First, the influence and contribution of Parker in the field of art education in both the U.S. and Japan were reviewed. Second, the main arguments of Parker on art education incorporated into the doctrine of Concentration are examined. It attempts to change the way of teaching from the quantity-based to the quality-based so that the children enhance the self-effort to gain freedom. Third, the curriculum development at the Chicago Institute that the doctrine of Concentration was applied is examined focusing on the practice of art education. In conclusion, the critical implications are made for the enhancement of art education today.