The purpose of this article is to draw on Deleuze's meaning and events and to explore new implications for art criticism education. This researcher sought to reveal the contradictions inherent in the existing model of art criticism through designation, manifestation, and signification. As a result, Deleuze equated meaning with an event. Deleuze's meaning is a kind of ephemeral effect that occurs on the surface, the boundary between nature and culture, when objects are in motion. As a result, this article examines the education of art criticism based on Deleuze's semantics, which allows learners who encounter artworks, a bloc of sen-sations, to capture and feel the affect and percept that arise from them, which are events that arise from them, and to express the moment and the questions and answers that arise through them in language. Therefore, in art criticism education, instructors need to help students build an educational field in the early stages of art criticism in which they must unite and respond to the artwork without going through interpretation. This need can serve as a basis for exploring teaching and learning methods in art criticism education in the 21st century.