This study examines the perspective of ESD subjects in junior high school art education, as defined by the five ESD-viewpoint subjects based upon UNESCO, MEXT and the Ministry of the Environment criteria. The result of extraction and analysis of 3184 subjects in 159 art textbooks for 70 years after the war point out that the largest number of them is “international understanding” through appreciation activities. The greatest impact is that a notable percentage of project-type subject combined with co-production and the region. The textbook illustrations engage with subjects from five ESD viewpoints to become a simulated experience indicating the future revealed by the graphs and is considered the transitions in art education.