The article suggests that creativity is the interaction of external and internal input, resulting in a unique, purposive, and communicable product. Facilitation of creativity is considered. (CL)

The article describes replies to a questionnaire by recipients of the MacArthur Fellows Program, an award given to individuals with uncommon abilities across a wide spectrum of creative pursuits. Replies touch on school and family backgrounds, acceleration, importance of grades, recognition of achievement, extracurricular activities, and…

The author reviews studies on creativity among Brazilian elementary students and their teachers and notes that fostering creativity does not appear to be a goal in most of Brasilia's schools. (CL)

Ten lesson plans are described to encourage creative work and thought in talented art students. Lessons include emphases on brainstorming, fluency, value clarification, logic elaboration, and role playing. (CL)

The author proposes a model for lessons on substance abuse that gives children alternative ways to satisfy the natural desire for altered states of consciousness. The model incorporates stages of progressive relaxation, visualization/guided fantasy, sensory experiences, information, and experimentation. (CL)

Metaphors, whether universal (ones which apply to common feelings, thoughts, and behaviors) or prescriptive (ones constructed specifically for an individual child) may be used with gifted children in a three-phase process: identification, projection, and insight and integration. (CL)

Eight suggestions are offered for parents and teachers to maximize children's creative potential. Suggestions touch on such aspects as balance between interpersonal and intrapersonal experiences, allowance for comfortable regression in growth patterns, and well-defined standards of discipline and conduct. (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)

A mother and her 15-year-old daughter respond to observations of Donald W. Mackinnon regarding creative families ("In Search of Human Effectiveness: Identifying and Developing Creativity," 1978). Aspects addressed include parent expectations, psychological distance between parent and child, and parent' avoidance of pressuring the child to perform.…

A cemetery unit offers opportunities for gifted students to use higher-level thinking skills as well as creativity. Activities are suggested for three phases of the unit: introductory, developmental, and culminating. (CL)

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

Twenty activities which develop gifted children's creativity; power of reasoning; and ability to analyze, synthesize, and evaluate are listed. (DB)

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)

The author describes activities of a weekly enrichment class providing right-brain tasks to gifted elementary students. Activities, which centered on artistic creativity, were taken from "Drawing On the Right Side of the Brain" by B. Edwards. (CL)

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)