According to the existing Arts Curriculum for elementary schools, pupils are minimally exposed to contemporary art. Such situation results in 21st century pupils learning only about traditional media and traditional ways of understanding art. What is being left out is the stress on interpreting the artwork as well as the practical way artworks are made in contemporary media. All in all pupils encounter contemporary art only when they are in high school when they often look down on it with aversion. Pupils should encounter contemporary art much earlier in their education as well as try out producing their own artworks in order to better understand its specific nature and value later. The research was focused on this very problem - how to introduce pupils to contemporary art and it practice in their elementary school Art classes. The main aim of the research was to examine if, and to what extent, children are familiar with contemporary art. Besides that, focus was also on their reaction to making art installation which is generally neglected or completely left out since it is an elective topic in elementary school Art Curriculum. The research strives o answer the following questions: To what extent are children familiar with contemporary art? Are children interested in making art installations? How creative are children artworks when the material of the artwork is not prescribed? The research was done by causal comparative method of qualitative paradigm. The acquired results provided the answers to research question and the aim of the research has been justified. By means of introducing contemporary art into Art classes pupils are getting familiar with current developments in art and with a different approach and stimulation of creativity the endless field of possibilities is being opened for bringing to life their own thoughts and ideas.