The book consists of two sections and is based on the social and historical data relating to modern art. Centered around the aesthetic recognition of art in contemporary social life, it defines the trends for the development and historical trajectory of this art, which coexists with the parallel development of newer movements, in relation to older movements, as was the case with the Impressionist movement.

In the first section, the aesthetic diversity of art is analyzed in relation to society, history, language, and technique. There is a reference to protest art, and we see that contemporary art becomes more problematic, just as the newer world becomes problematic, which is not necessarily negative. Additionally, this section approaches the social and symbolic significance of art and shows that through modern movements, various concepts were created, each with distinct social characteristics, such as the Suprematist movement, which aligned with the terms of abstract art but had its own independent ideological and philosophical foundation. Moreover, the Bauhaus movement, which had a dynamic influence in Europe and America in the fields of architecture, sculpture, painting, design, and industrial design.

The second section focuses on the trajectory of digital art by contemporary artists who engage with multimedia, such as movement art, conceptual art, performance art, land art, process art, artistic environments, and other interventions in space. It analyzes the significance of art in sociological and conceptual thought and aims to provide tools for understanding within the educational social context. It also refers to the artistic experiments that characterize the 20th and 21st centuries with the movement of radical rebellion in America, represented mainly by Jackson Pollock (1912-1956), who became known as the action painter.

Finally, there is a reference to the distinction between deceptive and real impressions in art, and this is significant because the distinction between them is abolished, resulting in all visual functions being used with the same intensity. This contributes to a methodological education that primarily concerns the artistic education of children.