The aim of the research is to analyze the experience of personal art creation to improve the teacher's competencies for teaching art concepts, presenting motives and encouraging creativity in classes through compliance with the outcomes of the National Curriculum for the teaching subject of visual culture and fine arts. The research question is How to connect personal art creation with the development of students' art creation competencies. Thesis uses a qualitative research method, which will collect data on one's own creativity and the outcomes of student learning specified in the National Curriculum for the teaching subject of visual culture and fine arts. The definitions of creativity are listed from different points of view, of which the one from Škrbina covers most of them. He defines creativity as the innate ability of an individual to produce material or spiritual innovation. Besides the definition, classification is also listed. There is often confusion about whether creativity includes only art or does it include science as well. Art and science are seemingly different, but they are bound by the elementary feature of creativity – creation. The second confusion is about creativity being connected with discipline where the majority consider creative people as untidy. However, neat, organized, conscientious and disciplined individuals can be creative, as was Nikola Tesla. To recognize creative individuals, Guilford and Lowenfeld have made eight criteria of creativity according to which creative individuals will stand out. Creative individuals will stand out with many original ideas. To create a creative career, Walter Cannon (1965) states that a creative person should be resourceful, be able to take a risk, be curious, be sincere, postpone gratuity and have a line of humility. Achieving this goal requires the involvement of both hemispheres since creativity encompasses the versatility of the domain. Guy Claxton (1999) states hare brain and tortoise mind as two ways of thinking. Both of them are equally intelligent despite the speed, but responses will sometimes be sought in the unconscious and less known, which includes more time to activate a creative way of thinking considered a tortoise mind. The reform brought various changes, one of them being the development of the creativity of students who will become independent, creative and ready for lifelong learning. The curriculum is also mentioned in the elaboration of one's own artistic creativity, in which creative works in drawing, painting and combined techniques are listed, and each of them is connected to the activities in the class. The thesis established the connection of the works with the National Curriculum for the teaching subject of visual culture and fine arts and teaching. The analysis of the results showed that the most results were taken from the domain of Creativity and productivity, which is also the most represented in the lower grades of primary school.