As for the fine art education of today, fine art activity as self-expression to be able to participate and enjoy as well as simple work manufacture is being taken serious view of. That is, it means that diverse programs of a little more future-oriented and creative fine art education should develop. Education through fine art with the method for whole intellectual and sensitive education to be able to grow well-rounded human beings as well as the aesthetic sense of children which is not the fine art education with the method for drawing a drawing well simply should be made. From this line of connection, the multiple intellect theory of Gardener may expect the possibility for the diverse cognition development of children through artistic application. Thus, this researcher suggests that potential multiple intellect may develop through the stimulus activity to be based on each intellectual feature of children. In this study, this researcher paid attention to fine art lesson to utilize work appreciation so as to develop wide cognition ability by getting out of the lesson centering around vague practical skill such as the creativity development or the extension of expressing power of fine art etc. that existing fragmentary fine art education has for groping for the multiple intellect development of children on the basis of multiple intellect theory of Howard Gardener which was introduced to this concept of intellect newly. In accordance with this, this researcher expects the effective cognition development of children by trying to apply the lesson program of integrated fine art education to real lesson centering around the children\'s development by age on the basis of the multiple intellect theory of Gardener. The subjects of study which are based on it are as follows: First, may the study through appreciation be effective for the development of multiple intellect of children in the introduction part of real fine art lesson? Second, how effective the contents of appreciation lesson of fine art is for the balanced emotion development of children? Third, was integrated study effective for the development of multiple intellect and may the emotionally balanced effective fine art education of today for children as well as cognitive development be made? As for study subject, lesson was made by classifying into kindergarten part, low grades of primary school, and high grades of primary school in accordance with the multiple intellect theory of Gardener and the development stage of Lowenfeld. This researcher considered that the children of this period may make effective development with diverse stimuli as the period that sensible sensitivity is active. As for study method, fine art lesson was executed centering around program lesson by introducing appreciation for groping for the development of multiple intellect. Constitution was made, so that action or language etc. of children may be observed from the viewpoint of observers by making children face lesson directly and making teachers give information which is not in the position to give knowledge as a part of lesson for examining the expression of inside. This study aimed at improving language power and expression power with sharing the free thought of children through appreciation lesson, being helpful to developing small muscle through free expression activity and enabling children to have the controlling power of own feeling expression through showing diverse feelings. This researcher observed that observation power and expression power for things may be improved with various knowledges connected with the material or subject of work appreciation or creative result material, and led children to act freely by standing than expression with stiff attitude in fine art work or to express with advance-guard. Some kinds of result to be based on it may be confirmed through preceding study. First, it could be seen that the intellect of children may develop with education and that introducing appreciation to lesson progression is good for the understanding power of subject and the improvement of expression power as well as the interest for fine art. Second, in the participation of program, children participate in lesson by utilizing various intellects. It could be seen that integrated fine art lesson of appreciation had good influence on each intellect development as well as the improvement of aesthetic sense. It could be seen that integrated fine art education through appreciation which is suitable for the age of children may be stimulus element to be suitable for the intellect development of children or the multiple intellect development of children and we may expect that balanced brain development which is not the brain development which leans toward one side and the emotional development may be made. A thesis submitted to Committee of the Graduate School of Hanseo University in partial fulfillment of the requirements for the degree of Master in August, 2007