The art cultivated civic competences has been concerned recently. There are three dimensions (autonomous, social participation and communication) comes to constitute the discourse of core competence for education. The thesis is based on art-based of competences education to explore the art activities for competence in the educational field. Educator's study of art and competence were revisited in this study in order to analyze the influence from the educator's art-based community. The author found that art-based offer three strategies to develop core competences, including thinking in artistic activities, thinking in aesthetic dialogue and thinking in communication and interactivity. Through the process of art activities, students would be able to cultivate their self sense, acting for self to finished their creation. While also developing the ability of aesthetic dialogue to draw on value and transform the power of their emotions, and to participate social issues. Given that communication and interactivity is connected with evaluation by the community, emphasis is placed on different media field that gives particular weight to self-expression and community development with interactivities. It is important to articulate visual literacy, multi-culture, community-based issues for creative inquiry learning. When an art-based perspective is adopted, while there will still be some variation between teacher and students in terms of the particular aspects of teaching and learning on which they focus, for all of them, the curriculum should incorporate creation-oriented activities that cultivate students' ability to experience self-emotion, motivation and value and social participation outputs (linked to the social relationships and values of the life world). The classroom then becomes a location for issue-building and story-sharing, which mediates between students' observation, thinking and the social reality.