One perceives that many times during the basic education, we finish intervening with the artistic activity and creative of the child, always we find that we can intervine and that we are experts of feelings and sensations. For example, when an untied child disordered scribbles in a sheet of paper, we question always it on what she drew, and many times we intervene with the creation process, believing that it not yet established what will be its creation, and that it is only looking firmness in its traces. We observe that many children in an art lesson say that they do not know to draw, but what if she must lead in consideration she is that an art lesson is not only one moment to learn to draw and to color, but yes to liberate the imagination and the capacity of creation of the children. Many professors of the basic education commit great errors when trying to help the children to draw. One form not so appropriate to help the children is when we show as to draw something, therefore in such a way we impose our adult imagination for the child who still is exploring its, beyond inhibiting the creative expression of them. As Lowenfeld the best form to help a child in an artistic activity is motivating its expressions and creations. If it does not have to confuse motivation with compliments, that is, he is not correct to praise everything what the child makes, since the compliment only distributed annuls to its value and the child if it accustoms. Compliments must be used, to stimulate the child, increasing its confidence during the accomplishment of the art and its creative activity. Inside of the process, critical and the compliment gifts will become, but never they must be on the form of as the child carries through some activity and yes referring what she was created, so that these methods come to be constructive and not of desmotivao, also remembering that nor always what pleases in them is of the affability of children.