Since the development of Discipline-Based Art Education, theories of art education have also focused more on the design and organization of art curriculums. Despite learners’ psychological organization or the logical structure of the subject knowledge, curriculum design is the holistic thoughts and planning of the curriculum. Despite the many ways that can be applied in curriculum design, for the researcher, visual images are also an important “language.” While images stimulate our sensation and perception, what meanings does their existence have in our thinking process? What possibilities do they have for art education? Answers to such questions may be revealed through related articles, discourses, or psychological empirical studies, but it is the researcher’s belief that in addition to the discussion through literature review, we, as a researcher as well as an art educator, should always possess such questions in mind and try to answer the questions through practice.