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)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

The 25 strategies described in this book can be used to develop personal creativity, student creativity, and creativity in colleagues and staff members. The strategies are based on investment theory, a psychological theory of creativity, but any one strategy is consistent with many other theories. The investment theory of creativity asserts that…

This monograph deals specifically with the challenge of recognizing or assessing creativity. Following an introductory chapter, chapter 2 focuses on definitions and characteristics of creativity to help clarify the nature and meaning of creativity and creative thinking, and to consider the implications of those definitions for assessment. The…

How can broadcast educators teach student practitioners of the 1990s and beyond to attain a fresh viewpoint, especially during on-air announcing performance, the traditional entry point for most careers? Speech performed by music radio announcers under "ad-lib" on-air conditions creates a "theater of the mind" visualization…

The digest explores the nature of the creative process. It begins with background information which notes the importance of seeing the familiar in a new light and the possibility on non-acceptance of the creative act. Four basic abilities necessary for creativity and problem solving are identified: (1) fluency, (2) flexibility, (3) elaboration,…

Article listed 67 films on creativity, from creativity in education to an interpretation of Zen philosophy. (RK)

Misunderstanding, conflict, peevishness, and vituperation have typified some of the shifting schools of thought concerning behavioral thinking. Sometimes the "scientist" him/herself has behaved in most unscientific ways. A practitioner of the art looks at some of the conflictual ethics manifested in the exercise of the craft of psychology.…

Examines philosophical and epistemological views which indicate that scientific objectivity is simply a shared subjectivity (focusing on categories of the real, imaginary, and symbolic). Also discusses KREATEK, an interdisciplinary database for creative sciences located at the University of Oslo. (JN)

Four creativity self-identification measures are reviewed: GIFT (Group Inventory for Finding Creative Talent); GIFFI1 and GIFFI2 (Group Inventory for Finding Interests); and PRIDE (Preschool Interest Descriptor). The characteristics approach as measured by self-report and parent-report inventories is seen as effective and efficient. (CL)

The authors examine why the attribution of "giftedness,""talent," or "creativeness" to the mentally retarded has been neglected, review definitions applicable to this group, examine the therapeutic effects of various types of art work (work which could be attributed as "gifted",) and suggest techniques to…

Factors to help students develop creative aesthetic discrimination in music are discussed, and the importance of educating students to be intelligent consumers of music is stressed. Considered are specific objectives in music education, sociological aspects, musical skills, and imagery. (CL)

The article discusses the plight of the gifted child underserved by the educational system, proposes a model for expanding and clarifying the nature of creativity, highlights four common misconceptions about giftedness which have special educational implications, and offers five suggestions for improving the general quality of gifted education.…

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)

This article provides a rationale for using humor to increase creativity in gifted students and suggests a variety of activities which focus on humor. (DB)