Abstract
This study establishes a methodology for creating art lessons rooted in teachersʼ art experiences. This paper, as part of the overall study, focuses on two issues: (1) What is the nature of teachersʼ art experiences? and (2): How do teachers form educational content and activities in creating lessons that keep students and the situation in mind? The paper creates a theoretical framework regarding these issues by incorporating insights obtained from practice and relating them to other studies. Teachersʼ experiences are diverse, enabling them to conceive methodologies and providing them with a sense of value. Concrete methodologies are abstracted and systematized as they become the basis for educational content and activities. The abstracted methodology becomes realistic, specific, and individualized for students and the situation. This paper suggests that, for teachers, art experiences go beyond the creation of art lessons.
