Some theories and viewpoints about art education history have been clarified and given some critical observations. It is advisable that people should avoid confusion and failures coming from absolutism of some theories. Also, we cannot lead people to abolish all the old institutionalized customs and traditions simply because they are outdated. The reason for this is as follows: even in one theory can we find all kinds of merits and demerits and therefore it is never wise to wipe out that theory. Rather we have to find ways of strengthening some shortcomings by trials and errors. Only the effective and reasonable methods of collecting good points and discarding all the deficiencies could be the right direction in this era of multi-programs. The educators are to choose the objective criteria based on the logical drawing strategies. DBAE (Discipline-Based Art Education) is inclusive and comprehensive in its approach to art education. But then the practicality in the negative environment of cramming and CSAT(College Scholastic Abilities Tests)-oriented teaching methodology is in question in Korea. Though some approaches are in practice in classrooms and others are expected to be introduced in the near future, the task of choosing the best methodology still falls in the hands of teachers. A kind of compromise is recommended in this case between the new approaches and old theories. Finally, placing some more emphasis on the roles of teachers could enhance to establish more concrete education philosophy and beliefs in childrens education. Teachers themselves should be competent in choosing and developing the teaching materials. Therefore the proper understanding and recognition on the parts of teachers are the prerequisites for a creative teaching that comprises the total comprehension of each pupils developments, interests, and potentialities.