Add to ORKGThe first decade of the twenty-first century was characterised by considerable growth in creativity research worldwide (e.g. Einarsdottir, 2003; Cremin et al., 2006; Beghetto & Kaufman 2007; Chappell, 2007; Mirzaie et al., 2009; Sawyer, 2010). While some researchers focused on conceptual challenges (e.g. Beghetto & Kaufman, 2007; Lin, 2011; Megalakaki et al., 2012), others documented and examined classroom practices; both those of teachers (e.g. Jeffrey & Woods, 2009; Craft et al., 2014) and of visiting subject specialists, often artists (e.g. Hall & Thomson, 2005; Galton, 2010). Empirical studies in this area, with an observational eye on classroom practices, have tended to pay attention to both teacher and learner orientations, to ‘creati...