In this article we place the body and affectivity in art within education, from dance and visual arts. The mixed nature of the study was vital to obtain a vision of the apprentices of the arts, rescued from the quantitative field, and an approach of experts in the qualitative field. First, we sought to establish a diagnosis through a questionnaire aimed at students of dance and visual arts, which would provide a panorama of their positions around the body, their affectivity and relationship with others in their artistic endeavor. Then, the results were contrasted with the contributions provided by experts from both areas, who, through interviews, presented their views on these topics, as well as proposed guidelines for establishing an affective approach to corporal artistic work. Based on the above, the results were structured in three interconnected dimensions. The first axis is constituted by the subject itself, in which the body is addressed as a social being, the relevance of body consciousness in artistic work and interdiscipline as a resource to better understand corporality. The second dimension sustained its findings around the subject and its sociopolitical environment. The transcendence of the aesthetic notion of the body as propitiating the aesthetic appreciation of the subject and increase of self-esteem was discussed, the body as a place where all powers are exercised and bodily differences are understood since the inclusion and acceptance of what escapes the established canon. The third dimension of the subject and its educational work yielded results that highlighted the value of experience for learning and the role of teachers in the effective delivery of content related to body awareness, self -perception, relationship with peers and aesthetic appreciation.