Five different perspectives on creativity in teaching are examined: (1) Creativity is developed by making teaching methods from almost nothing. (2) Creativity is fostered by idealizing without constraint. (3) Creativity can be developed through analogs. (4) Creativity can mean to reorganize or modify. (5) Creativity can be fostered using a forced…

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)

Two studies involving 60 graduate and undergraduate students explored the role of structured imagination in story creation. Results indicate representational knowledge was an important influence on story meaning and originality and that meaningful and original stories were more likely to contain abstract concepts than were nonmeaningful and…

Considers ways to enhance individual creativity and how an individual can help develop a workplace that utilizes creative approaches to instruction and instructional products. Highlights include individual traits and characteristics; abilities and skills; evaluation and reward; competition; and developing individual creativity as an instructional…

This essay discusses how Maude Adams influenced James M. Barrie's creative process and became his inspiration. Set change theory is underscored as a cognitive explanation for Barrie's illumination. The psychoanalytic theory of transference is proposed as an underlying mechanism for facilitating the change of mental set during the incubation stage.…

Responding to a definition of creativity, 449 Chinese language teachers identified imagination foremost, followed by inspiration and original ideas as a component of effective writing. Teachers identified developing student confidence and providing an open atmosphere as essential means of fostering creativity. The majority of teachers, however,…

Traces the longitudinal development of creative thinking in music education. Contends that creativity in students is enhanced by building on the natural process of sound exploration. Suggests strategies for teaching music to very young children, and presents ways to foster creativity in students. (RW)

This article presents a model of creative thinking as a metacognitive process. Creativity technologies are reframed as metacognitive strategies; and creativity itself is viewed as a self-regulatory process of metacognitive knowledge, combining self-reinforcement, self-evaluation, and self-monitoring. Self-regulated creative thought is…

This study examined gender differences in creativity among 149 Sudanese males and 151 Sudanese females, ages 15-20. Males and females performed significantly better on different tests, but no significant interaction between gender and education was found. Differences in opportunities for independent and creative thought granted to Sudanese males…

This article, based largely on participant observation by a British 18-year-old schoolgirl, considers forces that crush creativity in teenagers, including pressures at school, at home, and by peers. The article shows how teenagers whose creativity has been crushed then humiliate and crush the creativity of other teenagers. Mentoring is seen as one…

Disadvantaged Filipino children (ages 5-6) who were fast learners were given 20 sessions (n=7) or 46 sessions (n=8) of training in creative activities, using such techniques as brainstorming, figural/verbal/physical exercises, and problem solving. Children exposed to more training activities over a longer period of time manifested gains in…

This article describes a process for increasing the quality of students' thinking through alternating from a quiet intuitive state to rational logical processing. The article provides specific teaching suggestions using guided imagery for students in grades K-2, grades 3-4, and grades 5 through college. (DB)

Six practicing artists were interviewed about how they overcome creative blocks. Their responses indicated that feelings of self-doubt, fear, and depression accompany blocks but that relaxing and working on new directions and playing ideas off a supportive person helped to overcome such blocks. (DB)

Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…

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…