This study is based on a theatre project which was carried through in spring 2020. The purpose of the study is to examine the role of the pedagogue in making the children co-creators in the production of the performance. The study is made in a drama pedagogical context, based on the art pedagogical perspective. The background answers to the inquiry about what a drama teacher is and does. Previous research describes various role functions that pedagogues, teachers and adults can take on in an artistic process together with children. The theoretical framework is based on Hart's theory of participation. The researcher in this study was also the pedagogue in the project being investigated and therefore conducts the study as a reflective practitioner. The analysis is performed according to the method of grounded theory. The result presents three parallel creative processes; Create for the group + Creative with the help of techniques/tools and Receptive listening + Creative through experience and Create with consideration + Indirect creating. It appears that the pedagogue works to create conditions for the children to become co-creators. She reflects on being transparent and on her own role. The children become particularly co-creative through the play that they themselves initiate in gaps that arise when the pedagogue backs away. Through play, they were able to develop their characters and stories. It was also through play that the children made a selection of the material that then became the basis for the show. In the last part of the project, the pedagogue stages the play with two professional actors without the children that in the end receives the performance as an actualization of their own work. The pedagogue and the actors create with consideration and the children become involved through an indirect creation. The study discusses pedagogy as an offer as well as new ways of working further with and highlighting the drama teacher's competence in creative processes.