In this article, Eliza Pitri states, "when allowed to make and explain their own choices, students develop invaluable creative problem-solving skills." Opportunities for such critical thinking abound in the art classroom. The importance of identifying how skills and dispositions related to creative problem solving are expressed in a child's behavior and artwork lies in attempting to develop educational techniques and strategies, and organize the educational experience and context to help other children acquire the necessary attitudes for solving problems creatively and learn that they can each be creative in their own way. During art activities, children face interpersonal, technical, and conceptual problems, and critical thinking helps them make choices among a variety of possible solutions. A creative child is one who would come up with many different, unusual, original, or detailed solutions to problems. Teachers not only have the ability to form appropriate environments for creative problem solving, where children could and would be encouraged to make choices about their work; they also, with their own personality traits, could affect creativity during artistic problem solving. Pitri concludes that creative problem solving takes place when the teachers provides not only facts, but also practice, feedback, and motivation.