Characterising affective and situational dimensions of creativity in the primary classroom through a posthuman lens

The proliferation of creativity frameworks can be problematic for teachers and learners seeking to develop creativity in day-to-day classroom practices. Although some schools have successfully adopted standardised models, others lack models that are tailored to localised contexts and interface with pedagogical provision. This article reports on the development of one of eight projects part of the nationwide programme, Arts Council England Creativity Collaboratives. Using data collected through creative qualitative methods, we discuss how these partnerships have fostered novel and engaging creative encounters that exceed human-to-human interactions. In contrast to existing creativity frameworks, we advocate a posthuman perspective that recognises the importance of affective and situational intra-actions between human and non-human agents. Finally, we examine how such factors contribute to the development of ethical and inclusive understandings of creativity for learners aged 4–11 that account for their specific needs as well as those of their teachers and schools.