In Quebec, the concept of creativity encounters resistance in visual art education where it is shunned in favour of creation. In contrast, the concept makes a remarkable comeback in education when it is associated with digital technology or the creative practices that flourished during the pandemic. Moreover, originality and usefulness, terms often connected to creativity, are reconfigured in contemporary art practices or in youth’s creative practices through remix or ephemeral interventions. Although youth rarely label their informal creativity as art or creation, in the art classroom they are expected to be creative and to produce artistic works. In these contexts, how can we reconcile creativity, art and creation in the art classroom? We investigate this question through an analysis of these concepts, the design of a secondary school visual arts project, and a reflection on the processes of divergence and of analog/digital convergence. This project is part of an action-based research led by the MULTINUMERIC team to develop pedagogical devices that call on the disciplinary, multimodal and digital skills of students. We highlight the interrelations between creative attitude, diversity of contexts, (im)materiality of the project, divergence of processes, and convergence of skills that occurred during the co-creation of a pedagogical device situated in the field of art education.