This study mainly focuses on self-directed learning of interdisciplinary art instruction for primary school students. Illustrating the progress planning a primary school graduation exhibition of visual arts in the 12-year basic education artistic field on the basis of action research. Based on the concept of student-oriented learning, the program develops possibilities of interdisciplinary art instruction allowing students to set their own learning goals, monitor and adjust their cognition and behavior at any time.

Classroom observation logs, co-teacher observation records, student interview records, questionnaires, and after-class teaching review have been utilized as research tools to analyze process and results of the program.

Finally, the above information have been used to analyze the students' responses and changes to the program. The findings of this study are listed as follows.

1. Such curriculum are suggested to be built up through continuous interaction between teachers and students to create a more diverse and macro conception of art.

2. The student-oriented program is more flexible, in which learners are free to choose the content and materials and to develop their own unique artwork, which effectively enhances students' motivation to learn.

3. The roles of teachers in the program have been changed from leaders to guides and from authorities to advisors, effectively enhancing students' problem-solving skills.

We conclude that the self-directed learning approach in visual arts education is meaningful and valuable, worthy of continued research and development, as well as been widely applied in teaching. The researcher consolidates the findings of the study and makes recommendations for future curriculum implementation and development.