The aim of this research is to examine the correlation between using photography in the introduction of a lesson and the level of creativity in the visual expression of pupils in lower primary school. The pupils were introduced to tasks in visual arts in two ways. Firstly, lessons without using artistic terminology, without motif analysis, and without instructions about visual materials and techniques were held. In the second group of lessons, the introductory part of the lesson had all these elements, and the usage of photography in the introduction. At the end of both types of lessons the creativity level of pupils` work was assessed. There were 110 participians who attended grades 1, 2, and 3 in Tin Ujević and August Harambašić primary schools in Zagreb. It was concluded that there is a statistically siginificant difference between pupils which had and did not have the introductory part of the lesson in terms of using photography. The usage of photographs, motif analysis, explanation and demonstration of visual materials and techniques resulted with a higher level of creativity in pupils' artwork. The conclusion is that the right choice of methods of didactic visual problem-based teaching in visual arts culture empowers creativity in pupils.