Ten special education teachers describe innovative activities that have given their students enjoyment and feelings of success. Approaches include teaching emotionally disturbed students to use social skills in a teacher-student interaction setting, using a checker format to enourage multiplication skills, and teaching a variety of skills through…

Aesthetic creativity is explained to emphasize sensory content and a nonverbal mode of cognition. Examples are given in which aesthetic creativity is emphasized through productive and receptive activities. (CL)

This paper reports a study on children's classroom-based collaborative creative writing. Based on socio-cultural theory, the central aim of the research was to contribute to current understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing. The…

Classroom teachers can provide more creative opportunities in the classroom by providing an atmosphere of psychological safety and by presenting material that encourages divergent thinking. Examples of the bull's eye strategy, brainstorming, and checklisting activities to stimulate imaginative ideas are offered. (CL)

Exercises are described to help junior high students understand the scope of non-fiction creative expository writing. The communication of attitude and context through language is demonstrated by an exercise based on "Zen and the Art of Motorcycle Maintenance." (CL)

Musical creativity can be enhanced in children of all ages through an interdisciplinary approach involving activities combining music with history, geography, mythology, foreign language, biography, psychology and literature. (DB)

Seventh-, eighth-, and ninth-grade special needs students in a remedial reading class were asked to write as many words as possible in six minutes. Students compete with themselves with no penalties for spelling or grammar errors. The activity is designed to make writing a natural and pleasurable activity. (CL)

Improvisation can show teachers ways to use the senses to make ideas, emotions, or any academic lesson stick with a child. By using improvisational techniques, the teacher asks the student to play--to be active and to discover. For example, there are games to help the child to concentrate, verbalize, touch and make contact with other children, and…

Described are classroom activities for gifted children based on C. Taylor's Creative Totem Pole theory. (SBH)

Describes the process involved when intermediate students produced an original film during the last three weeks of the school year. (MAI)

Presents a series of exercises that can be used with any age level to stimulate visioning skills (e.g., dreaming, creating, intuiting, and imaging). The exercises focus on building imagination skills, guided imaging, envisioning the future that students would prefer, and creating a futures wheel. (DMM)

Intended for teachers of the gifted, talented, and/or creative child, the article stresses the importance of death education for young children. (SBH)

Presents a review of creativity principles, a brief discussion of class activities (brainstorming, surrogating, questioning, analyzing, etc.), a short description of nine audiovisual aids with several ordering sources, and a bibliography. (PD)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)