Generative AI like ChatGPT have become ubiquitous in daily life, including classroom environments where students are using ChatGPT to assist them on their coursework. Given the widespread use of this tool and the lack of knowledge over how it can support learning, there is a need for educators to have a framework for using it in the classroom and teaching their students usage strategies that are beneficial for learning. One pathway forward is through creativity, a process crucial for learning and also connected to the act of using generative AI. This poster demonstrates the results of a study designed to provide an in-depth view on how creativity intersects with generative AI usage in a computational physics course. In the course, students engage in group-based, open-ended physics activities where they must use computing tools to build a solution. Students are often tasked with using ChatGPT to explore options and help make decisions in this context as well. The findings demonstrate the connection between using generative AI and engaging in creative processes, and the implications point to strategies for supporting student usage of generative AI. This work is in early stages, and seeks input from researchers interested in the impact of generative AI and educators grappling with oncoming AI-related changes to how they teach computing.