Looking for most proper teaching accession at Visual Art Education led us to research the meaning and possibilities of differentiation based on learning styles, their reflection on visual art expression and their connection with art expressing types (exposed by Karlavaris, 1991). Since there is many creativity skills needed at Visual Art Education and subjectivity plays an important part in that matter, we've found the differentiation and individualization at giving the instructions to pupils as very adequate teaching accession. It namely gives the opportunity to art teacher to expose the same learning problem to all pupils in the classroom although they have rather different needs, talents and expressing abilities.As the researching method the pedagogic experiment was used. There were 430 pupils from several different Primary School included. The research was based on Torrance's learning and thinking styles, whichh were applied on visual art area (the YSOLAT questionnaire (Reynolds, Kaltsounis, Torrance 1979 presented in Marenti?-Požarnik, et al. 1995) was applied on pupils' visual art expression). ResourcesAtkinson, D., Dash, P. (2005). Social and Critical Practices in Art Education. Trentham Books, Straffordshire. Claxton, G. et al. (2006). Cultivating creative mentalities: A framework for education; in: Wegerif and Craft (ed.) Thinking Skills and Creativity. Vol. 1, No. 1, pp. 57-61. Gerhardt, M.W., Brown, K.G. (2006). Individual differences in self-efficacy development: The effects of goal orientation and affectivity; in: Cooney, J.B., Swanson, L.H. (ed.) Learning and Individual Differences. Vol. 16, No. 1. pp. 43-59. Marenti? - Požarnik, B., Peklaj, C., Magajna L. (1995). Izzivi raznolikosti. Educa, Nova Gorica. Peklaj, C. (1991). Kognitivni stil v povezavi z ustvarjalnostjo in uspešnostjo u?encev. Univerza v Ljubljani, Filozofska fakulteta, Ljubljana. Reynolds, C.R., Kaltsounis, B., Torrance, E.P. (1979). Children's Form of Your Style of Learning and Thinking: Preliminary Norms and Technical Data; in: The Gifted Child Quarterly, Vol. 33, No. 4. pp. 757-767. Torrance, E.P. (1983). Hemisphericity and Creative Functioning; in: Journal of Research and Development in Education. Vol. 15, No. 3. pp. 29-37.As the researching data showed the right-hemisphere and integration learning styles are more frequent than left-hemisphere learning style in the last triad of Primary school (12-14 year old pupils). We recognized that since at Visual Art Education the learning tasks are usually presented as "open problem" and as such more adapted to divergent thinking, which is more usual at pupils with right-hemisphere learning style, pupils with left-hemisphere orientation are rather often treated as more convergent, less visual art creative and more rational or technical oriented. In the same time we noticed that at Visual Art Education is rather habitual that teachers' instructions to pupils are more visually oriented and as such less adapted to left-hemisphere learning style.Since we believe that each subjective view on the art problem can perform the practical chance of development of art creativity of each individual, we tried to adapt the way of giving the instructions of the visual art task and its' main goals equal adapted to all learning styles. In the research the art tasks stayed exposed as "open problem", what practically meant that the main art unit contents gave the right-hemisphere pupils open opportunity to use the imagination, emotions, sensory sensibility and similar specifics they commonly use at art expressing, but at the same art task the instructions for pupils with left-hemisphere learning style were above all systematic and more guidance; art task was also modified to more rational kind of expression and as such more adapted to left-hemisphere pupils. That gave them also possibility to be artistic successful.