Creative Partnerships have just published a booklet I edited about creative learning. The booklet takes the idea of creative learning at face value. Although the term is perhaps not widely used, perhaps like the idea of creativity itself, it is a kind of common-sense summing up an aspiration if not a precise scientific understanding. Whilst the essays interrogate the idea of creative learning seriously, the authors also acknowledge a necessary looseness to the term. My contribution tries to bring together three traditions:first, are the distinct and conjoined traditions of learning within discrete Art forms (Drama and Visual arts mainly) and how such separate traditions have become entwined in a more general notion of Arts education; secondly, is the current attention to the presentation of the self in schools and how creative learning supports the making of a different kind of students; and thirdly are those psychological traditions which focus on developing the mind.