To develop art into more creative and liberal activity of self-expression, art education should be more focused on the process of art activity rather than the result, so art class should be instructed with such guideline and encourage children's own value of the process during art activity. This study is purposed to study and analyze about how the writing activity, during their brainstorming, influences on the artistically expressive activity for children who lose their interests of art because they used to paint schematized expression and who feel burdensome because of their result-centered lesson. I suggest the actual lesson curriculum toward 3, 4th grades of the elementary school in Seoul, Korea, as the subject of my study, and, execute this case study with the experimental group 1, 2. The result of this case study, which is led through the integration writing with art activity, is followed. In art class, children's writing activity lets them think more deeply about the substance of what they want to express, and have chance to ruminate over its feeling during their writing. Especially, during their writing, cause children feel less burdensome for drawing paintings, they can present special aspect of the subject or emotions felt impressively in routine with the characteristic and concrete writings. Thus, it helps for children, who lose their interests in artistic presentation and easy to fall into schematized expression, to clear their plans individually before lesson, the specialty of the subject and their own intents. And also in the effectiveness of presentation, a group, which does artistic activity, embodies the theme and expresses the movement, detail representation, and actual feeling. Due to becoming obvious for what children present in it prior to their expressive activity, I think that its subject matter becomes fruitful and its expressive effect is also creative and characteristic. As a result of examining children's cognition about the