The metaphor of  "teaching as art" has been lasted for a long time. However, in comparison with the scientific inquiry of teaching, the inquiry based on the perspective of art has been rising in recent years. In the approach of "curriculum as aesthetic text," many researchers attempted to seek the meanings of curriculum and teaching through clarifying traits of art processes. Following the approach, this article aims to discuss how artists think and act and furthermore identify the similarities between teaching and art by means of interviewing some teachers with rich experiences of art creation. There are four main findings based on the data from the interviews. Firstly, both artist and teacher intend to convey their viewpoints to people, even to influence people and society. However, the intention is stronger in teaching than art. Secondly, art welcomes flexible purposing and emergence, and the excellent teaching likewise doesn't exclude emergence and flexibility. Thirdly, in both art and teaching, while logical thinking functions in the composition of work, imagination, intuition and associative thinking make work dynamic and amazing. Fourthly, a valuable innovation is to find the appropriate ways to express ideas, not just to be distinguished from others. To pursue innovation, teachers should usually try and record a wide variety of materials and methods and understand their features as artists do. Artistic teaching demands teachers to remain open-minded, to observe, try and record the things and phenomena around, to search for possibilities, and to seek the new self.