This study was conducted to explore the applicability of maker education theory which is emerging along with the fourth industrial revolution in recent years to practical arts education at elementary school. As a result of the review of the literature, the maker education is the "on-line and off-line" digital knowledge creation, ICT related knowledge, content and method of making real world for the purpose of fostering self-initiative, fusion and complex thinking ability, creative problem solving ability, formal education and non-formal education that can lead to various problem-solving methods by applying project-based learning, problem-based learning, practical learning, and cooperative learning methods in maker space equipped with tools ". The maker education was very similar to the philosophical orientation point, the contents of education, the education method, and the educational environment of elementary school, so it was concluded that it was very appropriate to apply to the elementary arts of maker education theory. However, limitations are also found in the number of education hours allocated, the quality level of the manufacturer space environment, the professionalism of the instructor, and the attitude of the manufacturer. In the future research, it is necessary to study the case of maker education class through the elementary classroom, case study of maker space structure, development of elementary classroom instruction model for maker education, linkage with club activities, linkage with free school term will be.