The article provides an overview of a study being considered an investigation of and with actors in art education and orients itself methodically/methodologically on characteristics of phenomenological case research. Subject of the qualitative-empirical study is the experience of various actors involved in teaching in the field of art education, or in the subject of Bildnerisches Gestalten, in the midst of the global state of emergency triggered by the Covid-19 pandemic in spring 2020. The investigation is based on two assumptions: first, that under the pressure of the first pandemic wave, educational formats developed ad hoc and without sound knowledge of e-didactics in the mode of Emergency Remote Teaching (ERT) (Hodges et al. 2020); secondly, that the understandings and approaches that are evident in the art educational activities of the ERT are important for developing a well-founded Remote Art Education. In-depth insights into the study are provided by excerpts from the first of three sub-studies. It is focused on a group discussion with three bachelor students about their first professional internships in aesthetic-educational and socio-cultural fields under lockdown conditions. Drawing on observations from the sub-study, the article sketches initial findings on forms of ERT specific to art education and sheds light on their potential for teaching concepts expanding into the digital and into the distance. Via critical reflection on the methodological approach in the context of this first sub-study, it further examines the selected approaches in terms of how they deal with the specific challenges of research at a distance and under exceptional circumstances – in the mode, so to speak, of Emergency Remote Art Education Research.