<![CDATA[This study aims to describe teachers’ strategies in implementing shading techniques through a demonstration approach in visual arts learning at SD Negeri Cicurug. The focus of the research includes lesson planning, implementation, students’ responses and engagement, challenges encountered, and the teachers’ efforts to address them. The study employed a qualitative approach with a case study design. Data were collected through participant observation, semi-structured interviews, and documentation over a three-month period (September–November 2026). Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation as well as member checking. The findings indicate that the teacher prepared systematic lesson planning aligned with the visual and procedural characteristics of shading techniques. During the implementation stage, the demonstration approach effectively helped students understand stroke direction, pencil pressure control, and the creation of light–dark gradations more concretely. Students’ responses were positive, as reflected in their enthusiasm, active participation, and improvement in the quality of their artwork. The identified challenges included differences in students’ initial abilities, limited practice time, and variations in fine motor skills. To address these challenges, the teacher provided individual guidance, repeated demonstrations on difficult parts, and offered additional visual examples. Overall, the implementation of shading techniques through the demonstration approach at SD Negeri Cicurug was considered fairly effective and contributed to improving students’ drawing skills, creativity, accuracy, and aesthetic appreciation at the elementary school level. ]]>
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