Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Briefly defines six gifted and talented areas, to make the point that academic talent is not the only form of giftedness. Lists some exemplary educational strategies for the psychosocially, underachieving, and culturally different gifted. (SJL)

The need for developing a program stressing leadership skills among gifted, talented, and creative school children is considered and aspects of such a program are discussed. (PHR)

Personality in planning, promoting, and executing a special event may be as important as the event itself. Events should be planned that deserve media coverage, and then skills should be used to obtain coverage. (MSE)

Sets forth some essential facts about the aging process and discusses issues of concern to those who teach art workshops to older adults. (FL)

Describes five teaching units designed to broaden students' understanding of the many ways in which things may be seen, to teach about analogies, and to teach the use of analogies in generating ideas in advertising. (GT)

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

The article presents three activities designed to create new images, restructure ideas, and try out new ways of thinking for primary-aged gifted children. (PHR)

The article describes an eight-week program in which gifted first graders at Hunter College Elementary School (New York) design and build a model of an urban home of the future. The program develops creativity and synthetic thought, raises awareness about the homeless and housing problems, and improves fine motor coordination. (DB)

The teaching of creative thinking to gifted students requires: (1) raising creativity consciousness and teaching creative attitudes; (2) improving students' metacognitive understanding of creativity; (3) strengthening creative abilities through exercise; (4) teaching creative thinking techniques; and (5) involving students in creative activities.…

The article summarizes responses of 30 alumni directors to a survey concerning creative ways to recognize alumni and volunteers for outstanding service. Examples are given of specialized award categories, innovative award mementos, and special ceremonies. (DB)

A set of "creative competencies" provides a framework for assessing the extent to which local school environments contribute to the production of creative citizens. Following an introduction to rationale and organization of the Vermont Creativity Task Force, material is divided into five substantive sections. Section 1 pinpoints the…

A brief overview of gifted and talented students touches on definitions of giftedness, typical characteristics of gifted and talented students, incidence in the school population, and educational alternatives. Lists of references for further reading, as well as organizational resources, are included. (JW)