Asserts that appropriate responses to children's creative work arise from an awareness of, not only the presence of creativity, but also the stages of its growth and development. Presents example responses to children's work for each of the developmental stages: scribbles, line and shape, and semi-representational. (EV)

Reviews literature on the transformational nature of creativity, in which the individual, during and after interacting with his or her environment, takes information provided by the culture and transforms it based on previous experience. Notes that young children can develop transformational ability through dramatic play in which they are involved…

Factors affecting creativity are environment, personality and motivational traits, biographical characteristics, and creative abilities. Creativity stems from both nature and nurture. (SK)

This paper offers an extension of Graham Wallas' model of the creative process. It identifies periods of problem solving, incubation, and growth with specific points of initial idea inception, creative frustration, and illumination. Responses to creative frustration are described including denial, rationalization, acceptance of stagnation, and new…

Outlines 10 tasks for a workshop in which participants (1) establish definitions of creativity; (2) identify creative traits and behaviors; (3) compare the traits and behavior of themselves, their supervisors, or their supervisees to those identified; and (4) explore ways to bring out creativity in others and improve their organization's climate…

Effects of print, television, and content on children's creativity and measures of possibility and curiosity were examined. Fifth and sixth on-grade-level readers (N=18) were assigned to either: High Content TV, Low Content TV, High Content Print, or Low Content Print. Results suggest content has more effect on creativity and attitude than medium.…

This article analyzes an essay by Joseph Renzulli reviewing his work on gifted models by using the career of Renzulli himself as a case study of the components of creative, productive giftedness. It finds that creatively gifted individuals must face challenges that are formalized in the Sternberg and Lubart investment theory of creativity.…

Creativity is an important ability in the teaching-learning process because of its contribution to the struggle to cope with complex problems, to ensuring satisfaction in life and to the improvement in professional development. Especially, creativity is one of the essential abilities that teachers need in teaching-learning processes in their…

Visual thinking has been neglected with the increasing emphasis on verbal and analytical skills. There is a need to provide balance in curriculum content and instructional evaluation related to visual imagery skills. In order to draw upon students' diverse talents and thinking capacities, educators must honor and respect alternative thinking and…

Measures for developing creativity by exploring inner space are recounted: the procedure for deliberate dreaming, exercises in producing new patterns, the steps in bioheuristics, a description of "wilderness seminars", and staying in bed to problem-solve while dozing. (AJ)

It is frequently maintained that creativity involves flexibility, spontaneity, and divergent thinking. Contrary to this commonly held notion, rules play a central role in creativity. For example, in art most work is not revolutionary but rather takes place within a framework of rules dictated by a tradition, a school, or a style. Skills, too, are…

Reports the outcome of a meeting in which 21 of the world's more prominent scientists and philosophers of science attempted to analyze the creative process in science and medicine and explore ways in which scientific creativity might be taught. (JR)

A description of a creativity workshop conducted for teacher interns at the University of Georgia. (HB)

Reprinted from "Studies in Adolescence II by Robert Grinder (Macmillan Company, 1969).