Imagine a whole school of such teachers!
This is not as impossible as it sounds. Close observation of such teachers provide the clue to such creativity. Often individual teachers have personal talent in the arts and this gives them an insight to the challenges of true creativity. More often teachers have gained their insight by working with students, always with the idea that you never know what students can achieve if they have tasks that they enjoy and are given the appropriate help.

This insight is available to all teachers who value creativity.
Teachers with this creative insight have many common features. They believe in doing a few things well. They know it takes time, effort and skill to creative works of art. They also believe that the creative process is valuable for itself (providing an understanding of how 'messy' it is at times and the need to 'stick' at it) but when students 'surprise' themselves with what they have achieved there is the real joy of true learning to be felt.
In earlier times, the 60s, it was believed that all students needed were motivation and freedom but this has been shown to be a myth. Today creative teachers know that real interactive help is need at all stages of the creative process from idea generation to realisation of the finished piece of art or performance.
This understanding of the role of the teacher provides the means for all teachers to help their students achieve work beyond their expectation in any creative field.
Another important realisation is the importance of observation and sensory awareness as a basis of creativity in art, language and science. Helping students become aware is a beginning step in all learning and observational art when taught develops this awareness. Teachers can then help students extend this observation through the imagination to create works of real originality. Learning to slow the pace of student's work is the key to quality. If something is worth doing it is worth doing well.