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 writing activity, they thought that the writing activity before the artistic representation is so helpful to represent the main subject matters, which they intended to express. In fact, such contents of artworks after writing were more vivid and various. On the other hand, unless their finished artworks are not satisfied enough comparing to their effort to represent their ideas well, such children's disappointment affects larger than other group. So children are less interested in the artistic expression. In conclusion, the writing activity helps children lessen their mental burdensome about the lesson in the brainstorming, and when children write about the main themes, they can shape their ideas which they intend to present in advance. Thus it is definitely the effective teaching method for children's independent theme-choices and brainstorming prior to the expressive activity. And not because the assessment is accomplished by the completed artworks through teachers' view of point, but because it is based on the subject matter, which children intended to express, we can understand what children want to represent, and it enable us to assess the artworks of children individually. In this research, I was able to certify new possibility that the interdisciplinary learning between the writing and artistic activity helps children be able to express not technique-centered representation but creative and alive their own feelings.