The curriculum framework of 2015 Revision of the Korean National Curriculum is suggested as enhancing creativity and convergence ability in future characteristics of society. In consideration of a range of existing discourses in regard to curriculum development of national and global level such as key competency in terms of global curriculum governance existed in OECD. Comparative examples of foreign countries’ examples of curriculum are discussed. This study examined key competency in curriculum document of recently revised countries including Finland, New Zealand, and Taiwan. To connect conceptual discussion of National Art Curriculum on the issues of goals, accomplishment objectives, core contents, and evaluation, contextual understanding is required for curriculum revision in global and local perspectives. Creativity and convergence education should be considered diverse disciplines including art education not only economical viewpoint. Art educators also need to reconceptualize the needs of teaching art in terms of students’ key competency and enduring understanding of artistic process and ideas. This study would provide analysis of current discourse and issues regarding reform of National Curriculum. In addition, the author argues that the public space of controversial curricular issues must be accessible to art curriculum researchers in the ways in which art educators fully communicate for constructing multiple pathways of discussion.