Drawing is considered the foundation of many forms of visual expression, and it marks the beginning of a child's artistic achievements. Children are naturally inclined towards drawing from a very early age. They always express their inner world and tangible reality sincerely and imaginatively, guided by what their imagination dictates. In this age, imagination is most intense, and their drawings are infused with unconscious traces, spontaneity, and originality. Imagination gives them wings, courage, and the ability to always create something new and wondrous in their drawings, fueled by curiosity that the real world does not restrict. To distance themselves from rationality and conventional expression and return to original creativity, many artists in the past century sought these qualities of artistic creation. Their works were based on the line, the most elemental form of a associative drawing. Considering it a source of spontaneity and freedom through playing with lines, they aimed to discover the most hidden places and depths of their minds, their creative potentials, and imagination. The topic of whether the asssociative drawing method can be applied in education as a stimulus for developing students' imagination will be discussed in this paper.