Abstract

With prescriptive curricula and a “no time for play” forge in public schooling in Australia, children are increasingly becoming disengaged with their learning. The Arts in all its forms are presented at best minimally, such as for an hour or two at the end of the week, with preference being given to literacy and numeracy. This Collaborative Autoethnography project offered upper primary school students in a public school in Queensland, Australia the chance to be expressive and playful through joining a creative writing club, which was held for one hour a week for a school term. The findings have included that students produced expressive writing beyond their original levels, have made a notable shift in their willingness to engage with writing, and have demonstrated a joy in expressing themselves creatively. These are indicative of increased engagement, in its three components, cognitive, behavioural, and emotional, through participation in the writing club.