<![CDATA[ABSTRACT Art education for children involves more than the ability to produce artworks; it also concerns creating a space that allows them to develop ideas, explore possibilities, and make decisions independently. This study examines the development of creative thinking through mixed-media painting activities at Nokuya Kids Art Studio Semarang and the emergence of accompanying 21st-century competencies. A qualitative approach with a single case study design was employed from April 23 to May 6, 2026, across two learning sessions. Data were collected through non-participatory observation, interviews, and documentation involving two art instructors, 10 children aged three to twelve years, and two parents or guardians. Data analysis involved data condensation, data display, and conclusion drawing, while data credibility was examined through source and technique triangulation. The creative activities revealed interconnected processes of idea generation, material exploration, visual decision-making, and communicating the meaning of artworks. Creativity emerged across the domains of ideas, processes, and products, while communication developed through artwork presentations. Collaboration was not yet strongly evident because the activities were predominantly conducted individually. These findings suggest that non-formal art studios can serve as learning environments that support the development of creative thinking and 21st-century competencies through open and personal artistic experiences. ABSTRAK Pembelajaran seni pada anak tidak hanya berkaitan dengan kemampuan menghasilkan karya, tetapi juga dengan ruang yang memungkinkan mereka membangun gagasan, mencoba berbagai kemungkinan, dan mengambil keputusan secara mandiri. Penelitian ini menelaah proses berkembangnya creative thinking melalui aktivitas melukis mix media di Nokuya Kids Art Studio Semarang serta kemunculan kompetensi abad ke-21 yang menyertainya. Pendekatan kualitatif dengan rancangan single case study digunakan selama 23 April–6 Mei 2026 dalam dua pertemuan pembelajaran. Data diperoleh melalui observasi non-participatory, wawancara, dan dokumentasi dengan melibatkan dua instruktur seni, 10 peserta didik berusia tiga hingga dua belas tahun, serta dua orang tua atau wali. Analisis dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperiksa melalui triangulasi sumber dan teknik. Aktivitas berkarya memperlihatkan keterhubungan antara penggalian gagasan, eksplorasi material, pengambilan keputusan visual, dan penyampaian makna karya. Kreativitas tampak pada ranah ide, proses, dan produk, sementara komunikasi berkembang melalui presentasi karya. Kolaborasi belum terlihat kuat karena kegiatan lebih banyak berlangsung secara individual. Temuan ini memperlihatkan bahwa studio seni nonformal dapat menjadi ruang belajar yang mendukung perkembangan creative thinking dan kompetensi abad ke-21 melalui pengalaman artistik yang terbuka dan personal.]]>
