As I anticipate the new path of art teaching, words from John Dewey (2005) come to my mind: learning takes all the “life and experience in all its uncertainty, mystery, doubt, and half-knowledge and turns that experience upon itself to deepen and intensify its own qualities—to imagination and art”(p.35). The students and I can start to express our thoughts even if it is not complete and add values to the society by being who we are in our own ways. Instead of focusing on an ideal knowledge that one might dream of achieving, students can focus on learning from process-based experiences in their daily life and social encounters. The students confront opportunities to reimagine their understanding of the world using their background knowledge and culture as resources. 

John Dewey (1938) wrote about experience and its relationships to learning and teaching: "Every experience affects for better or worse the attitudes which help decide the quality of further experiences" (p. 37). He believed that teachers must be aware of the “possibilities inherent in ordinary experience…”, that “the business of the educator [is] to see in what direction an experience is heading” (pp. 38, 89). My previous teaching was based on traditional Korean values, notions of uniqueness, and mastery in Modernism art curriculum and was treated apart from the experience of the learner. The skill-focused practice was embedded as it was in the habit of everyday life, ignoring the joy aside from many emotions and recognition of what we can find in ordinary experience. From now on, I aim to construct lesson plans that provide interactions for my students to continuously discover insights in their experience and what is learned from the process. Learning is a “social phenomenon,” said Vygotsky (1981, as cited in Bale & Knopp, 2012). The teacher and students learn from each other through dialect engagements and sharing knowledge from their backgrounds and lived experiences.