The 21st century is the uncertainty period of post-modernism to break from center, and creative coping ability is required for society members. Creative coping ability to be period demand is possible when learners are respected and the multilateral thinking of learners may be developed in education. Fine art education enables this multilateral and creative thinking. Especially, the fine art for children has close relation with the growth of children. This is the expression of inside of them, and it is not moved in accordance with the logic and system planned or defined by adults. Thinking and expression should be able to be reflected for themselves multilaterally through educationally desirable stimulus. Though the expression of children becomes similar to that of adults, it is insignificant to see it from the context to be same as the fine art of adults. So, in the fine art of children, the recognition and acceptance of the undifferentiation and independence are necessary. Nevertheless, in the actuality of fine art, the viewpoint of fine art which is applied to adults is applied to children still. This means that the motivation of fine art activity which is given to learners leaves something to be desired as the general and comprehensive motivation and the fine art activity that teachers lead than the concrete motivation stimulus to consider children. This actuality gets to show as dependent fine art activity than creative fine art activity with uniform and conceptual expression, and it is difficult to express the expression of multilateral thinking. So, as for the thesis subject that this researcher tries to handle in this thesis, this researcher tries to present the lesson model for active understanding and the coping by understanding the development stages of children and stimulating the diversified thinking to be latent in learners through the educational stimulation of concrete fine art activity. As for the study contents, this researcher mo