<![CDATA[This study aims to analyze teachers’ strategies in developing students’ creativity through three-dimensional visual arts learning in elementary schools. This research employed a qualitative approach with a descriptive case study design. The research population consisted of teachers and students involved in Arts, Culture, and Crafts (SBdP) learning at the elementary school level. The sample or research informants were selected purposively, consisting of an SBdP teacher or classroom teacher, fourth-grade students, and the principal or classroom teacher as supporting informants. The research instruments included observation guidelines, interview guidelines, and documentation sheets. Analysis involved data condensation, thematic coding, construction of finding matrices, cross-source comparison, and conclusion verification. Six interrelated strategies were identified: idea stimulation, exploration of media and materials, project-based learning, guidance during the creative process, motivation and appreciation, and evaluation of both process and product. These strategies supported fluency and flexibility; originality remained uneven, while elaboration became more visible after teacher scaffolding. Supporting conditions included student enthusiasm, guided freedom of expression, and accessible materials, whereas constraints included limited tools, time, practice space, and confidence. The study contributes a “guided creative autonomy” framework that links six teacher strategies to fluency, flexibility, originality, and elaboration, offering a practical basis for designing three-dimensional art learning.]]>
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