Until now, various creative thinking models used in visual arts do not seem to properly reflect visual art's uniqueness. In terms of this, we are not sure those creative thinking models can make same effect in visual arts education as in math and science education. In conclusion, creative thinking process model in visual arts can be suggested as like: from the phase of exploration to the phase of theme finding, to the phase of inventing, to the phase of boundary breaking, and to the phase of aesthetic judgement. Firstly, exploration phase is the period that formes problem in the context of visual arts, and the problem itself being not clearly understood and confused yet. Secondly, theme finding phase is the period that artist grasp the core of various problems in mind. The core problem is personalized as artist's own, meaningful, and authentic matter. Thirdly, inventing phase is the period that artist makes artworks as concrete forms to solve the problem. Artwork is the visual formation of themes which have been incubated in artist's mind. Fourthly, boundary breaking phase is the period of reflecting the invented artwork. Artist evaluates whether artwork transcends old tradition and assesses its worth objectively. Lastly, aesthetic judgement phase is the period of completing artwork. In this phase, artist makes judgement whether to complete works, and the core of judgement is aesthetic. Aesthetic judgement is higher form of artistic creativity and sensitive feeling toward artwork as living things.