Today art education pursues student-oriented education taking a new view at the teacher-student relationships. Placing importance on the students\' aesthetic experiences in art activities, the modern trend of art education works to reduce the reason-based roles of art teachers and expand their quality roles. Thus art teachers need to read directionality in the activities intended by the students and maintain closer relationships with them. They also play such roles as taking into account the artistic characteristics of the students and being considerate of individual students in the students\' art activities. In those roles, scaffolding claims such significance. Helping to consider the students\' artistic characteristics and understand their limits in art education, scaffolding will facilitate more diverse solutions for the various artistic elements facing the students and relational issues. By offering proper help to the students, art teachers can encourage them to take autonomous part in art class activities, which suggests that they should be able to think about the students\' limits in art activities and help them solve their problems based on their artistic characteristics. In addition, they should figure out the students\' restrictions in aesthetic expressions and each student\'s making process according to such abilities. The purpose of this study was to investigate the meanings of art teachers\' scaffolding in the art activities of the students by understanding their organic and close relationships with them based on constructivistic education. Thus it looked into the need for and the meanings of art teachers\' scaffolding by understanding teacher-student relationships in art education.