Aiming at the systematic and in-depth development of creativity through creativity- oriented activities using the forebrain, first, the present study developed a program based on the components of creativity and Bloom’s taxonomy of educational objectives and, second, taught children in their schematic stage (7～9 years old) through the creative conception technique using the developed program. The objective of this study was to prove that teaching using the creativity program developed by the present researcher and the creative conception technique is effective in developing children’s creativity. For this purpose, we formulated research questions as follows. 1. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, was the program effective in developing the sub-factors of creativity (sensitivity, fluency, flexibility, originality)? 2. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, were there differences between male children and female children? 3. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, were there differences in the development of creativity among age groups? The subjects of this study were 22 male and female children in their schematic stage (7～9 years old) living in Hongseong, Chungcheongnam-do. The developed creativity program was applied to the children, and in order to see if there was any significant change, they were tested using Bloom’s artistic creativity scale and the effects of the program were analyzed. The results of this study are as follows. 1. Art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique was effective in the development of the sub-factors of creativity (sensitivity, fluency, flexibility, originality). 2. Art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique produced the same effect in improving creativity for male and female children. 3. Improvement in art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique was higher in young children, and was relatively low in children at the age of 9, the oldest age group among the subject of this study. This shows that ‘class using Bloom’s program and creative conception technique’ is more effective in younger children. As the results of this study presented above suggest, when children were taught with the program developed by the present researcher and the creative conception technique, they showed improvement in all the sub-factors of creativity (sensitivity, fluency, flexibility, originality). Thus, it was proved that art education using the developed creativity program and the creative conception technique is effective in children’s creativity using the forebrain and the effect is higher in younger children.