Abstract. This study explores how student-led film production can transform the teaching and learning of Creative Writing among Grade 12 Humanities and Social Sciences (HUMSS) learners at Bangkulasi Senior High School in Navotas City. In many senior high school English classrooms, creative outputs are still commonly confined to traditional written tasks, limiting opportunities for learners to fully express ideas through contemporary and multi-modal forms of storytelling. Addressing this gap, the study examined how the integration of a “script-to-screen” project enriched learners’ literary skills, creativity, and sense of authorship through collaborative filmmaking experiences. Grounded in constructivist pedagogy, the research employed a qualitative descriptive design involving thirteen purposively selected Grade 12 HUMSS learners who successfully completed the entire film production process from scriptwriting to screen adaptation. Data were collected through semi-structured face-to-face interviews, reflective journals, and classroom observations, and were analyzed thematically to capture the participants’ lived experiences and creative development. Findings revealed that the process of translating written narratives into cinematic presentations significantly enhanced students’ understanding and application of literary elements such as plot structure, characterization, conflict development, and authentic dialogue. Learners also demonstrated increased confidence in expressing their narrative voice and greater ownership of their creative work. Moreover, the collaborative nature of filmmaking strengthened communication, problem-solving, and teamwork skills, making learning more engaging and meaningful. Despite these positive outcomes, participants also encountered challenges related to limited technical resources, time management, and production demands. Based on the findings, the study proposes a contextualized multi-modal creative learning framework that supports technology-integrated and student-centered approaches in Creative Writing instruction. The research highlights the value of film production as an innovative pedagogical strategy that nurtures both literary competence and 21st-century learning skills among senior high school learners. Keywords: Constructivist Pedagogy; Film Production; HUMSS Learners; Narrative Agency; Transmediation
Joan T. Algo (Tue,) studied this question.