PurposeThe purpose of this paper is to reflect on the stages in the development of creative activity considering the distinctive features of all stages and the modes of dynamics of the development of a creative person.Design/methodology/approachThe paper analyses scientific investigations and pedagogical experiences in order to develop the model for the formation of creative activity of artists‐visual art teachers in the context of sustainable development.FindingsThe investigations of scientific literature on pedagogy, psychology, philosophy, as well as the analysis of pedagogical practice allow us to recognize that the formation of creative activity is comprised of several stages. These stages are closely connected with a creative process and depend on a person's artistic talents and abilities.Practical implicationsThe development of creative activity is a very complicated process that takes place over whole period of life and depends on social, material and mental factors. Each personality goes through this process in an individual pace and manner. Further, investigations will be carried into a more profound analysis of the suggested system, the determinations of its development dynamics in connection with all mentioned above components in the context of sustainable development.Originality/valueThis paper is generalizing information of theoretical and empirical research.

Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity.The best of all primary school learnersí creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is beautiful in art, as well as through their being involved in the creative process and creating art works themselves.This paper provides the characterization of the psychological process of imagination, and deals with the importance and dynamics of the development of primary school learnersí creative imagination in lessons of visual art when depicting a portrait, and it also looks at a visual art teacherís role in organizing the educational process of developing learnersí creative imagination in a sustainable education process.