The French school has introduced the concept of creativity at different levels and in different disciplines without offering a clear definition. In the fields of artistic, cultural and literary education, this notion may seem heuristic either to identify new contents, new teaching methods or new performances which could contribute to the formation of a didactic subject to get involved and act differently in the proposed tasks. This article investigates what the notion of creativity can bring to the didactic analysis of the performances carried out by high school and university students to participate in the Musée (em)portable Festival: what differentiates a creating and a creative situation? How do originality and creativity fit together? What does the context of the festival brings to the didactic situation?