Is it possible that the traditional Korean way of learning is implicit in art making practices among Korean students? Throughout history, Koreans value consistent effort and training to hone their artistic skill to the highest.This effort is considered to be the virtue of a master. This way of consistent practice can be found in traditional ink painting practice called sumukhwa. Every Korean learns sumukhwa as a part of their elementary school art curriculum. The sumukhwa lesson starts with learning the four “noble plants” that symbolize traditional Confucian values: the bamboo symbolizes loyalty and fidelity, the plum tree represents regeneration and endurance, the orchid evokes elegance and integrity, and the chrysanthemums resemble friendship and trust (The Korean Society, n.d.). The students are encouraged to practice hundreds of brush strokes before creating a legitimate orchid plant. According to the current National Art Curriculum, which the Korean public schools teach nationwide, a chapter on ink painting repeats until eighth grade (Book Donga, n.d.). The lesson plans on four noble plants and traditional calligraphy guide the students to obtain good brush strokes. While mastering their brush strokes, students gain an understanding and appreciation of Korean art and aesthetics. They endure the effort to perfect their skill following the Confucian values of uprightness and perseverance. Some of my students demonstrated this perseverance by trying to paint over and over again until they achieved a satisfactory outcome. Each of my students has a different personality but has a similar attitude towards following my lesson plans. They are obedient and hard working in accordance with my guidelines. My position as the teacher gives an illusion of me having the best painting skills and knowledge among the group, and the students should follow the teacher’s guidance. This way of passive learning behavior among the students is predominant in the Korean education system. This also was influenced by the Confucian value that students or learners should respect teachers with a deep gratitude. I question if these traditional values are impacting the students’ creativity and their pattern of behaviors.