The article is focused on didactic conceptualization in expressive education. An effort to change the heteronomous educational approach into the autonomous one has appeared in the Czech educational theory and practice since 1990. Therefore it is necessary to redefine the roles of the traditional didactic terms - target, task, subject - and to add the new term "concept" for the educational analysis of the instruction. The term of "concept" is especially appropriate for rethinking the learning and teaching process. This paper identifies basic functions of the term "concept" in autonomous approach to expressive education.