This study is about how to design differentiated instruction based on empathy in art education. The purpose of this study is to explore how differentiated instruction should be designed to provide empathy-based art education. The results of the study are as follows; Differentiated art classes for empathy-based art educa-tion set learning topics that use empathy as both the content and method of learning. And empathy-based differentiated art classes refer to a series of teaching and learning processes that help learners solve learn-ing problems individually and cooperatively by utilizing various characteristics in the art learning process. Empathy-based differentiated art classes allow learners to go through the process of empathizing while reading visual media - empathetic exploration and expression of others in visual media - empathetic ex-ploration and expression of themselves in reality - organizing and reflecting. Empathy-based differentiated art classes are designed to reflect the diversity of learners throughout the learning process. To this end, it is necessary to measure and investigate learning variables related to classes among learners and plan teaching and learning activities based on the data obtained. Overall, the design of empathy-based differ-entiated art classes proceeds in the following order; Selection of learning topics - Lesson design - Selection of learning variables - Identification of learner characteristics - Analysis of individual learner characteristics – Characteristic analysis of the entire class - Macro lesson design - Analysis of groups of learners requiring differentiated prescriptions - Micro lesson design.