The article focuses on the applications of the GENESA model (a life sized model of the geometry of a biological cell) in the enhancement of the creative processes during the stages of incubation, illumination, and verification, with emphasis primarily on the phase of incubation/imagery through potential illumination. (SBH)

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)

An enrichment program based on the Purdue Three-Stage Model (creative thinking abilities, creative problem solving, and independent study and research skills) resulted in no significant differences in self-concept scores for 199 gifted elementary participants compared to control Ss. Participants did, however, show significant differences in…

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

Creative thinking and problem solving processes were studied in 233 gifted elementary students. (Author/DLS)

Creatively gifted individuals propose ideas that initially seem odd, but they "invest" in these ideas, bring them to fruition, and convince other people of their worth. Creatively gifted individuals display a combination of six resources that function interactively: intelligence, knowledge, styles of thinking, personality, motivation, and…

A study examined domain specificity and domain generality of creativity in 109 second-graders. Children exhibited a range of creative abilities across different domains, rather than a uniform creative ability in diverse domains. Divergent thinking measures did not predict creative performance in at least two of three domains assessed in the study.…

Project development activities centered on the components of teacher in-service, classroom activities, curriculum materials, parent/community involvement, and student evaluation. After three years of operation, test scores showed increasingly superior performance in creative thinking on the part of the students. (DLS)