The 21st century is the uncertainty period of post-modernism to break from center, and creative coping ability is required for society members. Creative coping ability to be period demand is possible when learners are respected and the multilateral thinking of learners may be developed in education. Fine art education enables this multilateral and creative thinking. Especially, the fine art for children has close relation with the growth of children. This is the expression of inside of them, and it is not moved in accordance with the logic and system planned or defined by adults. Thinking and expression should be able to be reflected for themselves multilaterally through educationally desirable stimulus. Though the expression of children becomes similar to that of adults, it is insignificant to see it from the context to be same as the fine art of adults. So, in the fine art of children, the recognition and acceptance of the undifferentiation and independence are necessary. Nevertheless, in the actuality of fine art, the viewpoint of fine art which is applied to adults is applied to children still. This means that the motivation of fine art activity which is given to learners leaves something to be desired as the general and comprehensive motivation and the fine art activity that teachers lead than the concrete motivation stimulus to consider children. This actuality gets to show as dependent fine art activity than creative fine art activity with uniform and conceptual expression, and it is difficult to express the expression of multilateral thinking. So, as for the thesis subject that this researcher tries to handle in this thesis, this researcher tries to present the lesson model for active understanding and the coping by understanding the development stages of children and stimulating the diversified thinking to be latent in learners through the educational stimulation of concrete fine art activity. As for the study contents, this researcher motivated concretely with flat domain, 3-dimensional-domain, and educational stimulus and presented the sensitivity to be based on it. As the result, it could be seen that educational concrete stimulus could derive multilateral thinking and expression than definitive concept and expressions and enables the active spontaneous understanding of children and that the coping appears differently per every learner and the expression is different. Motivation in fine art education may move the active thinking of earners when it is given to learners through concrete and continuous education stimulus than when it is made under the initiative of teachers. The conversion of recognition of necessity of concrete stimulus is necessary than whole and comprehensive motivation to consider learners. As for the fine art for children, the fine art to think and the fine art of infinite domain expansion are necessary now. AIl these necessities should be able to be understood and discovered by children actively for themselves through educational stimulus. These situations in the fine art activity to be caused by educational stimulus will be the base manure that a little more active coping is possible in the 21st century, and they wiII appear in their life after being feedback multilaterally when children become adults.