A structure to foster creativity in a research and development environment is described. Features of the system include an emphasis on selection of the right mix of employees, collaboration within and between groups, encouragement for risk-taking, viewing problems from new angles, and an understanding by management of many different aspects of…

This article discusses characteristics of creative people (problem sensitivity, idea fluency, originality, and flexibility); the importance of managers appreciating the work styles of creative people; and seven characteristics of an organizational climate that encourages creativity. (DB)

A 20-year study of 31 artists as students and as professionals reveals that skills in finding and formulating problems are significantly related to creative achievement. Accordingly, educators should turn their attention to teaching such skills. (MCG)

Ways in which to revive and promote creativity in campus activities programming are offered. Specific steps to take, particularly in committee meetings, to energize individual thinking and group processes and to improve programming and publicity are detailed. (MSE)

This booklet discusses creativity and provides suggestions for instigating and implementing creativity in organizational settings. Specifically, the booklet discusses practical creativity (also called targeted innovation), an approach to generating ideas especially suited to organizational problem-solving. The targeted innovation process,…

Three independent divisions of a large public agency, each with between 35 and 55 members, were randomly divided into experimental, placebo, and control groups for an intervention emphasizing decision-making and goal-setting practices that promote maximum employee interaction and participation. Results indicate increased levels of creativity after…

This Pennsylvania state curriculum guide provides a rationale and plan for the inclusion and role of arts education in a K-12 curriculum. Part 1, "Actions of the Arts Process," describes concepts related to the terms art, artists, and the arts process and suggests that students need to experience perceiving, responding, understanding, creating,…

Presents a teacher training methodology for translating creativity into classroom practice by helping teachers (1) identify their own filters and agendas; (2) create an environment that fosters creativity; (3) deepen their understanding of child development; and (4) refine their techniques for student-teacher interaction. (AC)

In an interview, Benjamin Bloom outlines his reasons for studying the development of immensely talented people. He feels his study can help educators understand how all students can be more successful. (MD)

A Conservative member of the British Parliament addresses the critical need to develop the cultural resource of creative talent. The prime inhibitor of creative development is thought to be the walls of bureaucracy which pervade modern life. Implications for British schools choosing to opt out of local authority control are outlined. (DB)

The CREST (Creative Resources Enriching Student Talents) Project, an enrichment approach for elementary gifted, talented, and creative students, is described. The project is explained to incorporate an interdisciplinary approach to instruction in art and science using resources within the community. Chapter 1 outlines the project philosophy,…

Describes the early childhood system in Reggio Emilia, Italy, in which educators (1) ensure that children live in "a community of well-being"; (2) create a supportive environment; (3) respect individual rhythms; (4) maintain work areas for the visual arts; (5) respond flexibly to children; and (6) foster peer support. (AC)

A study of 74 female campers aged 10-13, primarily from middle to upper income families, determined if creativity of campers changed during a seven-week residential summer camp. Findings indicated camp environment and counselor abilities nurtured creativity. Ten ways camp directors can establish a camping environment to support creative growth…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

Asserts that the use of creative drama in early childhood education enhances artistic sensitivity, develops self-awareness, and integrates mental and physical activity. Maintains that creative drama is a learning continuum that extends from the beginnings of creative spontaneous play to the production of theater artists. (CFR)