What is so creative about creative writing?

Abstract

The purpose of this study is to question and discuss the term Creativity that is underpinned in Creative Writing and understood by educational practitioners. For this investigation, a qualitative approach was adopted that involved the participation of two primary teachers; that of a year two and year four class. The study involved classroom observations of three Creative Writing lessons for each primary teacher. Following the observations, an open ended interview was carried out. Whilst the lesson observations focused on the methodologies used to generate Creative Writing lessons and the positions maintained by the classrooms during such lessons, the interviews provided further insight into the teachers' personal beliefs, understandings on Creativity, and Creative writing. Data was then collected, compared and formulated in a discussion based on three main elements; Creativity, Voice and Assessment. The results obtained presented different Creative Writing methodologies exercised by both teachers for reasons that reflected their school expectations, personal beliefs, goals and understandings on Creativity and Creative Writing. These perceptions were highly influential to the participants. From this study, both teachers gained a deeper awareness about their goals for Creative Writing whilst appreciating the values and benefits which can be gained from these lessons.