Introducing creative methods in classroom teaching of visual culture and visual arts according to the National Curriculum (2019) is crucial for the development of students' sensory, expressive, practical, intellectual, and psychophysical abilities. Huzjak and Županić Benić (2017) argue that a child does not have the specific knowledge or experience to be creative. Traditional teaching approaches often require innovative twists to encourage deeper engagement and diversity in student experiences. The aim of this research is to analyze the representation of visual elements in students' self-portraits made using the pencil drawing technique and the digital photography technique. The research includes a quasi-experiment and an analysis of fourth-grade students' work. Students created self-portraits in both techniques, and the works were analyzed to compare the representation of content and achievement of outcomes. Participation was voluntary, and the collected data were processed respecting ethical standards. Before starting the work, students were reminded of basic visual concepts such as line and point and were encouraged to analyze the contrast of light and dark tones. This provided students with a deeper understanding of visual techniques and encouraged them to express themselves diversely. Through the implementation of the research, the specifics arising from the application of different techniques in creating self-portraits were highlighted. In addition to developing drawing and composition skills in the drawing, photography as a medium offered them additional opportunities to explore light and shadow. Comparing the results obtained from both approaches can identify the advantages and limitations of the selected techniques. Through this approach, students have the opportunity not only to develop their visual skills but also critical thinking and analytical abilities. Encouraging creativity and a spirit of inquiry among students is crucial for their overall development, both personal and academic. Furthermore, it is important to continuously evaluate and adapt teaching methods to ensure they align with curriculum goals and support all aspects of student development. Through this process, teachers have the opportunity to adjust their teaching approach so that each student can maximize their potential in the field of visual culture and visual arts. Ultimately, the implementation of advanced pedagogical strategies in teaching visual culture not only fosters innovation but also creates an environment that supports the comprehensive development of students as creative individuals.