Previous studies on children's drawings have predominantly employed cross-sectional approaches, leaving limited evidence regarding how children's visual characteristics develop over time, particularly in non-formal art education settings. This study addresses this gap by applying a six-month longitudinal design to compare children's early and later drawings based on the visual elements of line, shape, color, and space. This study aims to analyze the development of visual characteristics in the drawings of children aged 4-6 years at Privart Studio by comparing their early works with those created after participating in a six-month drawing program. The study employed a qualitative method with a descriptive-comparative approach. Subjects were selected purposively, consisting of three children aged 4-6 years who participated in the regular learning program. Data were collected through observation, interviews, and documentary analysis, then analyzed comparatively based on four elements of visual art: line, shape, color, and space. The results indicate that all three subjects exhibited visual development after six months of instruction, with distinct patterns observed in each individual. The most notable development was evident in the aspects of color and line, while spatial understanding showed the most limited improvement. These variations were influenced by the children’s initial abilities, attendance frequency, and individual learning conditions. The findings demonstrate that structured non-formal visual arts education supports children's visual development and provide practical insights for art educators and studio instructors in designing learning activities and monitoring children's visual progress through continuous documentation.
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