A summary of research on creativity and an analysis of several definitions are given. (HB)

Argues against the view that creativity must sometimes be realized at the expense of the quality of the work produced, perceiving this dichotomy between creativity and quality as a false one based upon an erroneous theory of creative process. Sees creativity and quality as intimately connected. (DMM)

The article describes the Creativity Mobilization Technique, a nonverbal process-oriented method involving work with brush, paint, and paper that attempts to activate functions essential for various types of creative activities. (Author/SBH)

Multisensory techniques can be used to provide opportunities for creative expression for children with specific language disabilities. Dramatics, art, movement activities, music, poetry, and dancing can help meet the children's emotional needs while also enhancing their self-concepts. (CL)

The author quotes passages from the first two chapters of "Genesis" to support four hypotheses such as that the stages of creative process do not occur systematically but are reported in orderly sequence. (MC)

This book records the author's creative processes as she wrote the book, presenting a personal journey where all artists will recognize aspects of themselves. The first (and most extensive) part of the book (entitled "Elements of Creativity") reveals universal elements of creativity that mirror the ancient elements in nature:…

This article examines creativity and the creative process, especially as they relate to educational change. (JA)

Checklists--any form of questions or suggestions that stimulate ideation--have been found to be invaluable in the formation of creative ideas. Thus, the Scamper technique draws quite heavily on a list of Idea-Spurring questions developed by the late Alex F. Osborn founder of the Creative Education Foundation. (Author)

Suggests that mosaic scraps, a lump of clay, an assortment of college scraps and bits of wood can be used to give children an opportunity for creative expression. (RB)

Advances 12 hypotheses to answer (1) What is creativity? (2) Why does creative behavior occur? (3) How does it occur? while including theoretical contributions by Freud, Jung, Adler, Rank, neo-Freudians, inter-personal theorists, trait theorists, association theorists and relevant research findings. (MB)

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…

One analysis of the creative process includes four steps: preparation; concentrated effort; withdrawal from the problem; insight or illumination; and verification, evaluation, and elaboration. The creative process is described elsewhere in four steps: openess, focusing, discipline, and closure. Research studies of highly creative adults have shown…

Some thoughts on the problems of supporting creative and imaginative growth in children and adults at school. Two incidents illustrate the discussion. (ED)

Interviews the author of a program in the language arts which develops creativity. (RB)

The purpose of this paper is to explore the application of Rudolf Laban's theories of movement to the teaching of choreography and improvisation. The paper presents learning activities appropriate for early encounters in the development of artistic process skills. It is predicated on the theory that the choreographic process is a heuristic process…