This paper is based on a project which has been directed by National Academy for Educational Research on "Asia-Pacific Office for Aesthetic Education" since 2013. This research suggests the use of "body-voice" grounded aesthetics education in classroom teaching. The author observes how teachers are using body movement and vocal utterance to lead participants to interact, communicate, exchange ideas, and cooperate with each other. Through reflection on the viewpoints of "Process philosophy" and the "phenomenology of body", three perspectives will be explored in this article: firstly, elements of the theatre are key points for teaching, i.e. class space is theatre and stage as well, and a teacher is a director who sets the mise-en-scène for the course. Secondly, if every "body" is a subject, how do we treat others also as subjects? The author suggests all the participants in this project should be understood in a context of intersubjectivity. Thirdly, the Learning community is constituted by the teacher and the students, with the teacher also learning from the class, and having a dialogue with the students to form a real learning community.