Creativity is increasingly considered to be an important goal of education. While creativity can be influenced by many noncognitive factors (eg, personality and motivation), creative thinking remains the most important source of creativity. Creative thinking combines several cognitive processes leading to the generation and selection of new and…

The need to use images and imagery in language in schools, and to recognize and measure such aptitudes are discussed. Tests of imagination are presented, and the San Francisco Art Institute Study of predictors of ability in art illustrates methods and implications for measurement of creativity in educational programs. (CM)

Eleven professionals participated in a weekend workshop called "Planned Spontaneity." Using techniques of group mental imagery, the group focused on ways of empowering individuals in educational settings to increase their use of creative mental capacities. The group agenda, activities, process, and resulting product are described. (JW)

This article describes a process for increasing the quality of students' thinking through alternating from a quiet intuitive state to rational logical processing. The article provides specific teaching suggestions using guided imagery for students in grades K-2, grades 3-4, and grades 5 through college. (DB)

This article describes one poet/teacher's program to explore and cultivate student creativity, intuition, and imagination through a series of visual, verbal, and psychological exercises. Visualization, free-writing, association, variations on other poets' work, and memory mapping are among the creativity exercises employed prior to actual writing…

Suggests ways to increase creativity in individuals and in team members who are involved with developing video productions. Topics discussed include freedom of expression; setting goals and objectives; visualization; laser video discs; instant cameras; the function of evaluation; and the impact of technological developments on audience…