What is the difference between seeing and looking? Dealing with beginning students in art who do not know what they want to learn is one of the challenges in teaching art. Many of them just come to the class and wait until teachers feed knowledge into their heads, and then very passively deal with the projects. Since young students are absorbent to everything they are in contact during the class, the teachers’ role is very important. Every word that teachers say will be influential to many students, and it is noticed that it affects their career choices. Letting students know what art-making is about and training their eyes to see what they need to see are the starting point in art teaching. In the courses, such as Beginning Intaglio, Beginning Relief, Beginning Lithography, Beginning Serigraphy and Beginning Drawing, giving students concrete ideas about basic visual tools, step by step, and how they can visualize their sprouting ideas with these tools are very crucial. Along with teaching the technical and knowledge-based aspects of drawing and printmaking, cultivating artistic insight becomes a more important matter as time goes by. Although substantial craftsmanship is one of the parts of art making, having artistic initiatives plays more of a role to be an artist. This is an even more important part for students in advanced courses. When they have enough ability in their craftsmanship, it is easy for students to settle down where they are, just by dealing with comfortable approaches without challenging themselves further. Letting them think more and teaching how to think are the essential part that teachers need. The encouragement, motivations and feedback given by teachers through critiques and class activities are the major benefits that students can earn from school. At the same time, teachers can also learn a great deal from students. In the advanced classes, such as Advanced Lithography, Advanced Serigraphy, and Photomechanical Printmaking, Drawing II, I played a role as a resources bank by helping the students with the application of their ideas in various ways. One of the trends that I have noticed today is a growing demand of digital processes applied in printmaking. Since my teaching method has so focused on this issue, I have presented various applications to students, and these applications are not limited to printmaking alone. Also, this is one of the directions that I have been working on for my own work. I combine various media for my installations and mixed media prints. In applying digital images in printmaking processes, digital images are combined with the photomechanical processes and hand drawn images. Digitally produced or manually produced films can be used to apply to lithography, screen printing, and intaglio, or even video projection. I would tell students to find the best medium to convey their ideas, emphasizing that ideas should be freed from either limited notions of medium choice or shortsighted pursuit of technology. I taught high school students in drawing and watercolor painting at private studios for five years during my undergraduate and post-baccalaureate years, and I also taught adult computer graphics courses for one year after three year’s experience in commercial computer graphics field. Those days were a very invaluable period when I could share my knowledge, techniques, and styles with other people and feel joy in observing students’ improvement. Later on, university-level teaching experience in printmaking, drawing and design I at The Ohio State University and Texas Tech university gave me a broader and mature sense of teaching art majors and non-art majors from different disciplines in both the beginning and advanced courses. I would consider teaching is one of the most valuable things that I can share with other people in the universal sense. As an artist from a different culture and continuously working on universal issues in socio-cultural comparative study, teaching in a multi-cultural country like the U.S. means a lot to me. I want to emphasize the active learning in this rapidly changing visual culture. To activate both-way communications vigorously, I am very much open to students of innovative ideas, new challenges and various approaches. Listening to students’ needs and constantly supporting their ideas while juggling with the old and the new are the temperaments of teachers we may need today.