The purpose of this academic research was to establish the correlation between a student’s activity and their need to express themselves, as well as to encourage understanding the importance of unrestricted creativity in their everyday life. After they reach a certain age, students assume that the only people capable of artistic and visual creativity are either those with a born talent, or professionals in the field. Challenging this assumption is vital before it turns into a stance. The problem arising from this assumption, and one which was noticed during art classes, is a lack of intrinsic motivation in students during independent artistic expression. The goal of this research was to discover whether an instinctual will to create could be awakened through a return to the original form of spontaneous creative expression – myths and legends. Could the students be encouraged towards independent artistic expression through learning about the importance of myths in formation of culture? The results answered the following research questions: When and how does the student’s attitude towards creativity change? Could the understanding of storytelling and edification as important parts of life impact the student’s intrinsic motivation? The action research was executed in three steps: introduction to myth, using myth during the creative process, and review of integration of the lessons. Methods included backward design, forward design, and trend analysis via a questionnaire (the student’s opinions on their creativity). It established that the decrease in students’ interest in artistic and visual expression happens gradually, with the largest decline between the sixth and seventh grade. After the lessons were completed, the students’ overall confidence during artistic expression increased, but it does not necessarily mean they will spend more practicing it in their free time.