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This study was explored the meaning of personalized art instruction through the voice from the students. Therefore, the concept of personalized education, class design strategy, and learning characteristics in art education were considered. Data was collected through focus groups interview for students. In addition, the results of the class and output for student evaluation and open survey was collected together. This analyzed the overall response and experience of students. The results of the study were ‘discovering one’s prefer-ences’, ‘judging independently through choices’, and ‘recognizing differences within relationships’, which confirmed the properties of self-understanding in personalized art education. Personalized art education is preceded by a process of self-understanding, and through this, it helps you recognize your own preferences and visually confirm your differences from others. It also plays a role in creating harmonious interactions by forming social relationships based on self-understanding within the school community. The implications of this study are as follows. First, the conceptual consensus of students’ data considered in differentiated edu-cation is required. Second, organizing a variety of differentiated educational strategies and organizing teach-ing and learning methods that are most suitable for the classroom of 'I' can be a new capacity to be re-quired for future teacher. Third, personalized art education is more self-understanding of students.
LEE et al. (Fri,) studied this question.