<![CDATA[Purpose: This study describes and interprets the visual characteristics of coloring works produced by primary school students aged 7–10 years in Wenang District, Manado City, Indonesia, and examines their implications for applied art education. Methods: A descriptive qualitative design was used. The primary data comprised 369 coloring works produced during a 2025 competition, supported by observation, open interviews, documentation, literature study, source triangulation, and interactive qualitative analysis. Findings: Students aged 7–8 years showed emerging hand control, directed lines, color-object awareness, initial spatial organization, and smooth visual texture, whereas students aged 9–10 years demonstrated greater detail, differentiated and occasionally symbolic color use, improved color placement, and clearer foreground-middle ground-background organization. Research Implications: Structured coloring tasks can function as formative assessment and as age-responsive applied learning for visuomotor practice, visual literacy, scaffolding, and differentiated creative instruction. Originality: The study integrates line, color, texture, form, and spatial organization in pre-drawn coloring works and translates these visual indicators into practical implications for primary applied art education in an Indonesian local context.]]>
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