In an era of rapid technological advancement, where writing is increasingly mediated by various AI tools, concerns have emerged about the potential erosion of creativity, personal voice, and meaningful expression in student writing. In this context, the need to reclaim human creativity in writing has become increasingly significant. This study explores how drama-based pedagogy (DBP), informed by sociocultural perspectives of learning, can support the development of creative writing by foregrounding embodied, social, and imaginative dimensions of learning. The paper reports on a seven-week fieldwork conducted in two primary schools in Nanjing, China, involving 40 students and two teachers. Adapted from an Australian teacher professional learning program, School Drama, it integrated structured drama strategies and quality literature to scaffold students’ writing. Data were generated through pre- and post-benchmarking, student focus groups, teacher interviews, and classroom observations, and analysed using a qualitative approach. Findings indicate that DBP played a significant role in enhancing students’ creativity in writing. Students demonstrated greater originality, richer imagination, and increased ability to generate and develop ideas beyond formulaic structures. More than simply improving technical aspects of writing, DBP supported students in producing more personally meaningful and creatively driven texts. In addition, participating teachers reported shifts in pedagogical practice, moving towards more facilitative and student-centred approaches. This study highlights the importance of pedagogies that foreground embodiment, interaction, and imagination in evolving educational landscapes. It argues that DBP offers powerful pathways for sustaining meaningful and human-centred engagement with writing in primary education.

Authors:
Qingya Zhao, University of Sydney, Australia

About the Presenter(s)
Qingya Zhao is a PhD candidate and tutor in education at the University of Sydney. She also teaches Chinese as a second language in Sydney. Her research focuses on drama-based pedagogy, creativity in education, and teacher professional learning.

Connect on Linkedin
https://www.linkedin.com/in/qingya-zhao

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