If perception of art is still remaining in drawing and only thought about taking expression-centered class then putting writing to practical use as art appreciative critique activity might be rather unfamiliar. However, Naoe Toshio ran a research for 2 years to realize how language could play a role in art class in high school and finally stated that he is admitting the fact that art appreciative critique activity is significant not only to art appreciative learning but also to independent attitude and developing quality of making works of art. That is in foreign countries writing activity was already carried out like expression activity. This research ran experiment in Sanbon city, Gyeonggi Province to current 11th grade 60 high school students dividing into 2 groups one with no application of critical-centered thinking program and the other with application. According to the research one group which had art critique activities of critical-centered thinking elevated their art appreciation and writing skills than that of non-programed group. Thus we found out that critical-centered thinking ability of art-critique activitynot only enhanced learners'appreciation but also writing ability. Except, learners' participated in experiment are limited numbers in Gyeonggi Province so we have a challenge to generalization this. On the other hand this result implies that each high school can actively utilize this program with critical thinking ability regarding recent situation which essay writing is considered critical.