Fotografía, imagen y literatura como estrategias didácticas para potenciar la escritura creativa en estudiantes de séptimo grado de la IED Kennedy.

Abstract

This study addresses the challenges of creative writing among seventh-grade students at the Institución Educativa Distrital Kennedy. The institutional curriculum prioritizes technical aspects (grammar, spelling, and coherence), resulting in demotivation and a lack of authentic voice in students’ texts. The main objective was to design and implement innovative didactic strategies based on photography, image, and literature to strengthen creative writing and promote motivation toward written production. The research was grounded in John Elliot's Action Research, acknowledging the teacher as an agent of practice transformation, and David Kolb's experiential learning cycle. The methodology was structured in three phases: diagnosis, application, and reflective closure. The application phase included three core activities: writing based on personal photographs; story creation using images of the Colombian environment; and photo collages linked to the subgenres of short story, novel, and poem. Reading and meeting an author were incorporated as mediators to strengthen reflection on the act of writing. The results show that integrating these aesthetic languages served as a creative trigger, facilitating the shift from plain texts to narratives with a distinct voice and greater complexity. It is concluded that incorporating aesthetic languages into writing instruction enhances narrative competence and strengthens the student's identity as an author. Keywords: creative writing, photography, image, literature.