The author reviews the importance of creativity training for children and discusses a project in which three types of metaphors (the direct, the personal, and the integrative) were used to foster creative thought. Activities emphasized sensory expression through predivergent, exposure, conversion, postdivergent, and expresson phases. (CL)

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

Twenty skills are identified and illustrated by example activities which should help the student receive, organize, and analyze data; manipulate it at a symbolic or model level; and treat it in imaginative ways through purposeful distortion and fantasy. (CL)

The importance of using materials, ideas, or activities that are real and meaningful to gifted students is noted and opportunites for drawing upon students' everyday experiences or concerns are illustrated in three examples. (Author/CL)

The following is a rather creative approach to book reviewing. The book is entitled Handbook of Learning Exercises, Herbert Engel; Houston, Gulf Publishing Company, 1973. (Editor)

"Creating a superhero", a minicourse for gifted elementary children, is described. (CL)

The value of creative writing instruction for educable mentally handicapped adolescents is considered and suggestions are provided regarding the development of creative writing activities. Suggestions touch on the students' needs for success, age-appropriate materials, continuity to strengthen concepts of cause and effects, and help in social…

Suggestions for developing creative and original science fairs include trying new categories, issuing a challenge, and involving the community. (DF)

Ideas for teaching children about creativity and its importance are offered in this article. Ingredients for developing creativity skills are presented and suggested projects are discussed. (DF)

Offers a systematic approach to creative learning in music through an analysis of the components of complex learning and creative activity. Outlines goals for fostering creative learning in music education, and delineates person, process, and product objectives. Suggests methods of evaluating creativity. (RW)

To develop listening skills for all types of music, teachers may want to try some of these imaginative teaching techniques. Describes some unconventional ear-training exercises, vocal exercises to encourage students to "paint with their voices", and "rebound" exercises to explore spontaneous relationships between sound and movement. (Editor/RK)

Children use creative thinking processes when teachers assign ambiguous rather than specific problems. Suggestions for developing questions that encourage experiential and metaphorical thinking are offered. (DF)

Presents suggestions for improving the teaching of communication: use written messages, provide purposeful activities, build student confidence, encourage "special" students, be enthusiastic, have a positive attitude, and allow students to be creative. (CT)

Through a variety of teaching methods, dance and movement education may be used to stimulate students' personal and creative growth and to integrate such diverse curricula as language arts, mathematics, and social studies. (LH)

Five different perspectives on creativity in teaching are examined: (1) Creativity is developed by making teaching methods from almost nothing. (2) Creativity is fostered by idealizing without constraint. (3) Creativity can be developed through analogs. (4) Creativity can mean to reorganize or modify. (5) Creativity can be fostered using a forced…