The following essay aims to highlight some cultural references that have influenced the Reggio Emilia Approach and its aesthetic education practices. We will examine two of them specifically, which seem to play a substantial role. These are the cardinal principles of the Bauhaus and, above all, the theories of the American pragmatist philosopher John Dewey. A debt that is exposed, in a 1988 interview, by Loris Malaguzzi, the pedagogue and teacher who played the main guiding role in the educational experience of Reggio Emilia kindergartens. However, considering the complexity of the history of the Reggio schools, an in-depth examination is necessary. We must try to understand if there has been a tout-court application of the theories or, as we suggest, a more critical and analytical integration. The focus will be on two fundamental issues. The first is the relationship between art and everyday life. The second will be a discussion of the issues surrounding the idea of process and the value it takes on in the different phenomena studied. We will see how these questions, argued differently by Dewey and Bauhaus, will play a role in the schools of Reggio. In particular, in the design of spaces dedicated to education in visual languages – the ateliers – and in activities related to visual communication – documentation and exhibitions