With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey's concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee's approach to teaching drawing, called "living drawing," this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how "living drawing" as an approach promotes aesthetic experiences and how it influences students' moral experiences.