The role of images and visualisations in education is an emerging field of didactic studies brought about by an increasing interest in the concept of visual culture and by an increasing use of information and communication technology (ICT). This article is based on the assumptions that images and visualisations form the basis of a cross-disciplinary subject area of didactics that involves many theoretical disciplines such as the social, natural and the technical sciences, and that the visual stimulated knowledge building is culturally biased. The point of departure is the subject of visual arts education. The theroretical approach is based on the assumptions that subjects as well as didactics evolve from a dynamic course of communicative events which form an emerging field. This field is based on three premises:1) the differentiation and evolution of the teaching subject of visual arts education, 2) identified changes within the art system towards visual culture, 3) identified changes of teaching and learning spaces generated from ICT. They are further discussed from contemporary cultural, technological and subject-oriented perspectives. Finally, the article suggests visual decoding and visual meaning-making as two cross-disciplinary competences.