This study focused on school culture and arts education in particular in the school education environment in the crisis and transition period. In a social environment in which the 2022 curriculum is diversifying into a ‘self-directed talent image’, the creative convergence problem-solving ability and the educational perspective that can self-design are melted. As a result, the teaching and learning environment is also diversified, starting with the problem of categorization, customization and individualization by subject. The background and purpose of school culture and arts education is not only to nurture outstanding artists, but has an orientation towards culture and arts education for all. On the other hand, although categorization is inevitable in the educational environment of a school, individualization and customization have an important effect in culture and arts education, so we tried to derive suggestions (direction and focus) of the teaching and learning environment for each subject. For the above-mentioned awareness and research questions, five experts (art instructors, scholars, teachers, researchers, and art educators for special purposes) were interviewed to derive the research results. It contains definitions and perceptions of terms, teaching and learning cases, difficulties, and suggestions for considering the group characteristics of culture and arts education in schools. In spite of the limitations of the failure to develop specific teaching and learning methods, the research on educational methods and philosophies for each subject of school culture and arts education has not been researched.