IN CREATIVE WRITING, UNLIKE IN FORMAL COMPOSITION, STUDENTS CHOOSE THEIR OWN FORMS AND MATERIALS TO EXPRESS THEIR THOUGHTS AND FEELINGS. SUCH AN OBJECTIVE DEMANDS A CLASSROOM ATMOSPHERE IN WHICH STUDENTS CAN EXPRESS THEMSELVES FREELY AND CONFIDENTLY WITHOUT FEAR OF HARSH NEGATIVE CRITICISM. IN ADDITION TO WRITING EXTENSIVELY, STUDENTS CAN BE AIDED…

This study examined the contention that teacher instruction in the "correct use" of classroom equipment, as in the Montessori training method, inhibits a child's ability to generate other uses for that same equipment. Subjects were 31 matched pairs of four- and five-year-olds from two Montessori preschools and two traditional nursery…

Reassessment of 120 college females' creativity after the subjects observed others of varying creative ability showed both predicted increases and predicted decreases in subjects' component verbal creativity scores. (RL)

The home is viewed as a critical component in the development of creativity in children and a force to improve the effectiveness of educational programs. The article defines creativity and its importance, describes early facilitating environments (involving respect for the child, independence, and enriched learning), and discusses the home-school…

Educators need to develop teaching strategies that allow children to explore creative musical processes that will nurture musical skills, self-awareness, and imagination. A sequence of five lessons encompassing language arts and music demonstrates how students can develop creativity by writing haiku and then composing music to accompany the poems.…

Describes the Fashion Institute of Technology's (FIT's) 2 + 2 curriculum, in which students complete an associate degree in applied science degree before applying for selective admission to a baccalaureate program. Considers the relevance of creativity to the mission of FIT. Quotes well-known creative people about the sources of creativity and the…

Eliciting creativity in every student in the classroom can be a realistic goal for classroom teachers. Teaching creatively can include: embracing a student-centered learning approach; using thematic approaches to content area subjects, which also promotes motivation; using a cooperative learning group process; and utilizing creative arts.…

Man does several things with the arts: He observes them, he executes what someone else has created, and he philosophizes about them. (JB)

Organizational barriers to creativity are examined. It is noted that resistance to change is a major impediment to creative problem solving in most organizations. Understanding the barriers to change that exist is viewed to help people exercise and develop their creativity more fully and effectively. (MP)

Investigates the effectiveness of a creativity training workshop. Results indicate training for creativity in one area, unusual uses, can transfer to responding in another area, problem solutions. Suggests operationally defined creative responses can be increased by behavioral techniques and may transfer to other settings. (JAC)

Studied the relationship between performance of challenging out-of-school activities and real-world talent in art, drama, social leadership, and dance in four separate studies of high school students (total n=222) in grades 9 through 12. The strong relationship between predictor and criterion in each of the four domains demonstrated the concurrent…

The essay examines trends in attitudes toward creativity in education and business, problems in studying creativity in natural situations, creativity programing for school-age children, current efforts to encourage innovation in business, and the need to nurture creativity in every individual. (DB)

Describes the rise of musical notation in the West, showing the relationship between that development and the origin of music literacy in China. Suggests that the balance of oral and literate means of music learning may foster creative expression in performance. Encourages the study and practice of orality in the training of young musicians. (LS)