Under the social situation of widespread sense of crisis for public education, recently, new government emphasizes innovation to the ‘appy education’as a part to overcome such crisis of education essentially. Such innovation should start from educational practice of encouraging children’ childishness so that they would be able to look at the world in a new viewpoint and exhibit their ‘nnocent curiosity’ and ‘ree and abundant imagination’fully. The imaginative education itself is an ideal educational practice that can protect children’ lost ‘hildishness’and ‘nnocent curiosity’ It will also be one of the shortcuts to recover the intrinsic value of lost public education and to enhance the competitiveness of public education. In this context, it is necessary to pay attention to the ‘3 thinking tools’that are recently suggested by Root-Bernstein & Root-Bernstein(1999) while advocating the need for education based on creative imagination. The 13 thinking tools beingsuggested by Bernstein are thinking skills that have been commonly used by the persons showing creativity in a variety of fields until they obtain creative products. And Bernstein defined them as ‘he 13 tools for learning imaginationleading to creation’The researcher thinks it is worthwhile to consider application of these 13thinking tools as the teaching-learning principle in the imagination education. In fact, discussions about the educational effectiveness of these tools have been mentioned in many research findings recently. According to these previous studies,as the result of applying these 13 thinking tools to general creativity, gifted inventor, gardening, convergence education of arts and science, robot education and dance education programs, it has been proven that these programs contribute to improving imagination, creativity and flexibility, etc. as the sub-elements of creativity. Results of this study become practical base for proving the effectiveness and justification of applying the 13 thinking tools to educational sites. Therefore, the purpose of this study is to develop and suggest ‘n imaginationbased creative dance program for elementary school 5th-6th graders’by using the 13 thinking tools so that lost imagination would be evoked in the public education and children would be able to stretch their imagination fully. In order to achieve the key objective of this study, first of all, in this paper, the researcher intends to prepare theoretical foundation for the meaning and role of imagination in elementary creative dance education on the subject of imagination and children,and creative dance class as ‘n artistic creation’play. On the basis of such foundation, the researcher introduces procedures and contents related to development of a program and suggests an imagination-based creative dance program for elementary school students. This study would be meaningful in suggesting one extensive method for elementary school creative dance education.