Moral upbringing in middle childhood necessitates approaches that transcend cognitive instruction by engaging pupils in ethically meaningful experiences. This article presents an original pedagogical model aimed at the formation of moral awareness in primary school pupils through creative-educational activities based on artistic mediation and structured group cooperation. At the core of the proposed concept lies the understanding that moral education at school age cannot be reduced to declarative knowledge transmission, but must actively involve the imagination, emotional insight, and the child’s ability to participate in socially meaningful situations through role-play and dialogic interaction. The model consists of four methodologically defined stages: team formation with distribution of educational roles; collective creation of a moral tale or fable; presentation through puppet theatre; and pedagogically guided reflection with ethical argumentation. The study was conducted through a classical pedagogical experiment involving both an experimental and a control group (n = 44), composed of pupils. The aim of the intervention was to assess the educational impact of the authorial model on the development of moral sensitivity, empathetic thinking, and the capacity for morally motivated decision-making. The experimental group participated in four sequential pedagogical stages, while the control group continued their education according to the standard curriculum. The empirical findings revealed statistically significant improvements in favour of the experimental group following the implementation of the model. These results are interpreted within the framework of the cultural-historical theory of development, constructivist pedagogy, and contemporary approaches to moral upbringing, all of which emphasise the role of symbolic action, dialogic engagement, and experiential learning within a psychologically safe educational environment. The authorial model developed by Dr. Avi Abner proposes a pedagogical framework that integrates artistic forms with social interaction to cultivate enduring moral dispositions. This approach demonstrates strong potential for implementation in early primary education, where the need for ethical orientation and formative depth calls for innovative strategies that combine role-play, collective creativity, and moral reflection as vehicles for value internalisation. The article contributes to the theory of upbringing by affirming the significance of aesthetic environments, imaginative engagement, and pedagogical interactivity as key drivers of moral development in childhood.