This study was to think about the ways that enable an art textbook to achieve the ultimate goal of art education and to perform its role as teaching and learning material. To accomplish these goals, the results which came from the analysis and examination of the compiled art textbook of basic curriculum according to the content order and content itself were as follows: First, reference illustrations of the art textbook should specifically present material and course, and method not only to enable the handicapped students to appreciate and search those works by themselves, but also to help them to understand what they should achieve during the class. Secondly, the order of the units in the textbook should be structured not in a linear order but in sequences, according to the inter-related relationship among an aesthetic experience activity, an artistic presentation activity, and an appreciation activity. Thirdly, with respect to constructing the contents, it was desirable to consider the chronological age and to compile the textbooks based on the school year so as to complement some traits as to the contents hierarchy, correlation among units, and systematicity. Fourthly, by clearly presenting the unit title and the subject matter to study, it should guide learners into the self-initiative study. Fifthly, considering the nature of the art curriculum, sufficient budget for presentation of some high-level reference works and for clear printing of those reference works should be supported.