Creativity and the Common Core State Standards are both important to today's teachers. Yet, for many educators, nurturing students' creativity seems to conflict with ensuring that they learn specific skills and content. In this book, the authors outline ways to adapt existing lessons and mandated curricula to encourage the development of student…

The best corporations know that innovative thinking is the only competitive advantage that cannot be outsourced. The best schools are those that create cultures of imagination. Now in paperback, "Imagination First" introduces a wide-variety of individuals who make a habit of imaginative thinking and creative action, offering a set of universal…

Discusses the goals of creativity training and provides a number of introductory exercises to develop student potential. (SK)

The article describes basic processes children use to create and imagine, examines the significance of objects in this growth, and shows ways in which objects can serve creativity (exploring, repeating previous actions, replicating, and transforming with objects). (CL)

An adventure consultant shares lessons about creativity. Steps to being creative are: look for connections; be willing to experiment and fail; be open-minded and seek input from others; and practice, practice, practice. Examples of different versions of an adventure activity illustrate several creative techniques. The impact of time deadlines on…

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)

The article describes ways to use picture books with young children to develop the creative thinking skills, including fluency, flexibility, originality, elaboration, and evaluation. About 50 recommended picture books are listed. (DB)

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)

One of the major problems in advertising courses is that students are expected to generate original, exciting advertising ideas, but often are not taught how to go about the process. Idea generation techniques can help students generate quantities of creative ideas more quickly and fluently. By looking at ads and recreating the workings of the…

The author describes three techniques for developing conscious awareness of the responses and behaviors of the right parietal lobe through describing a right brain related impression aloud in sensory image terms of color, shape, and texture. (CL)

Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

There has been increasing attention to the role of intuition and creative imagery in programing for the gifted. Procedures that help develop the intuitive function are described and the relationship between creativity and imagery are noted. Classroom strategies for developing creativity and intuition are discussed. (Author/CL)

Aspects covered include introducing the equipment, planning the movie, shooting the picture, editing the film, recording the sound track, and presenting the finished film to an audience. The steps involved in making an animated film are also outlined. (DLS)

Aspects of creativity and the relationship between creativity and values clarification are discussed. Creativity-oriented student behaviors (such as identifying problems that need to be solved or resolved) are identified and three ways in which values clarification enhances creativity are explored. (PHR)

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)