The author reviews experiences in gifted education and discusses the background and implications of the multiple talent theory. He recommends increased future emphasis on creative talents and leadership talents. (CL)

A cemetery unit offers opportunities for gifted students to use higher-level thinking skills as well as creativity. Activities are suggested for three phases of the unit: introductory, developmental, and culminating. (CL)

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

The importance of using materials, ideas, or activities that are real and meaningful to gifted students is noted and opportunites for drawing upon students' everyday experiences or concerns are illustrated in three examples. (Author/CL)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…

Twenty activities which develop gifted children's creativity; power of reasoning; and ability to analyze, synthesize, and evaluate are listed. (DB)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

The article focuses on three activities for developing a more creative lifestyle using experiential and guided imagery techniques. (Author/PHR)

Designed for senior high gifted and creative students, the unit focuses on developing creativity in imagery production and technical skills in filmmaking. Five lessons provide information on objectives, materials, and presentation activities for the following topics: color, dialogue, score, angles and shots, film critique, creative imagery, and…

The paper describes the aims and implementation of Future Problem Solving Programs (FPS) initiated by E. Paul Torrance. It provides guidelines for teachers who wish to develop FPS in their schools and gives a list of useful resources. Stages of implementation are described and reactions of participating pupils are quoted. (Author/CL)

The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)

There has been increasing attention to the role of intuition and creative imagery in programing for the gifted. Procedures that help develop the intuitive function are described and the relationship between creativity and imagery are noted. Classroom strategies for developing creativity and intuition are discussed. (Author/CL)

Approaches to working with learning disabled students who are also gifted, talented, or creative are illustrated in the example of a secondary student with special abilities in photography. Several of his photographs and accompanying narratives are included. (CL)

The effectiveness of a gifted program emphasizing creativity with 91 gifted Ss (grades 3 to 6) was compared to a control program for 78 gifted age matched Ss. Experimental Ss made significantly higher scores on post-tests of figural, semantic, and symbolic creativity. (CL)