This study is on what kinds of background is needed to be a Curriculum in Film Education with what educational philosophy. It is criticised that film curriculum is seemingly described with the purpose of education, their odering of strata, and their practical way of contents. The true film curriculum is first of all to establish an educational purpose and philosophy, and then to show historical, practical remedy to the problem on the basis of convention, experience, and precept. There are two folds of educational background: western philosophy and eastern philosophy. In the tradition of western educational philosophy there are the Experientialism centering on students, the Progressive from Pestalozzi to Dewey, Vigotsky, Kolb, Eisner. In the tradition of eastern educational philosophy there are some Confucious scholars and especially the unity of deed and knowledge, the philosophy of Wang Yang Myung. The philosophy of Wang is coincided with the Constructivism in western educational philosophy. Indeed the direction showing in modern art is same with the Constructivism in western educational philosophy. Especially, the spirit of Technoetic art of Roy Ascot is premonishes that art and life is not divided, artists as indivisual is dead and indivisual as collective artists is created. Through years Ascot, also an educator, had been shown works of art dedicating educational revolution to Britain and given an inspiration. Artistic value in the filed of western education is vastly eteemed from the scholar like Dewey who is proposed that art and education is unified to Eisner. Eisner's Null Curriculum is necessary to new design of curriculum for detecting the contemporary educational problem. Lastly this study shows the kernal of the theory of Constructivism. It is the Problem Based Learning and the need of new curriculum dedicating to local community.