<![CDATA[Students of PGTK PIP UNY are programmed to be capable or have competence in teaching at kindergarten after graduating. One ofthe abilities they are to haveJat the end oftheir study is in teaching how to draw. In relation to that, in what way dots their own creativity in drawing develop? Drawing as one ofthe classes worth three credits conducted 150 minutes each time at PGTKPIP UNY il) the first semester ofthe academic year has cognitive, affective, and psychomotor aspects and application characteristics. In the teaching-learning process based on the concept of education through art, art is not the target to master but a medium to educational accomplishment As prospective kindergarten teachers who are strong in character, professional, and well-equipped with life skills, the students need to acquire standard competence and their education need to be competency-based with a nuance ofcreative ability. They need to master various drawing techniques like line drawing, painting with watercolors or oils, finger painting, stamping, collage, wet printing, and animation. Their professionalism is developed through simulation and art appreciation acquired through visits to exhibitions, art galleries, monuments, museums, and the king's palace, among others, so that they develop life skills and readiness to become kindergarten teacheJ;S putting their knowl~e into practice in passing ._ it to kindergarten children. Feedback from kindergarten teachers in the field is very useful for the improvement ofthe students' creative competence. Their own teachers at PGTKPIP UNY need to continue developing their own creative ability in the teaching-learning process so that there is a continuation ofbeing there together with them and going forward together with them. Key words: drawing, creative competence, education through art]]>
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