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The purpose of this study is to affirm the practical applicability of capstone design class teaching model for elementary school expression activity with cooperation among elementary school education specialist, researcher, and elementary school teacher. The research method is to make corrections on and complement the model by trying it with ten fifth-grade elementary school students and pre-teacher, and to confirm the applicability of the model at the school site by completing the process of analysis, design, creation, expression, composition, presentation, and evaluation. Capstone design class teaching model is typified solely as ‘student-driven creation type’ and is a class teaching method to strengthen capacity through open discussions. The class process is composed of five parts, first, ‘self-expression and cognitive experience of the inner self’ through game activities, second, comprehension of the composition of movement lines and space, third, technical use of digital media and expansion of knowledge, fourth, development of problem-solving capacity in group activities with a sense of community acquired from cooperation with team members, and lastly, new creation with a variety of compositions and conversions through ‘presentation’, and furthermore, the model comprehensively covers the details of methods and contents for the class process.