Aspects of creativity and the relationship between creativity and values clarification are discussed. Creativity-oriented student behaviors (such as identifying problems that need to be solved or resolved) are identified and three ways in which values clarification enhances creativity are explored. (PHR)

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.…

Presented are creative teaching ideas for developing gifted students' skills in locating, analyzing and evaluating information. (LH)

Creative arts programing for gifted and talented elementary students has incorporated academics (ecology, mathematics, history, genealogy, computer science, and independent research) into activities such as puppetry, creative drama, storytelling, dance, music, pottery, and poetry. The arts classes have been popular with students, parents,…

Intended to provide teachers with information about research in creativity, the book reviews practical considerations involved in the education of gifted and talented children. The first section analyzes difficulties and issues in defining creativity, including a review of models of creative thinking. The second chapter briefly reviews…

Designed for use with gifted students in grades 6 through 8, the unit deals with suggestions for developing creativity through writing poetry. It is explained that the focus is on helping students recognize their own creativity before teaching poetry skills. Information on objectives, materials, and presentation methods is presented for the…

The curriculum guide is intended as an introduction to the study of man and his individuality, creativity, and uniqueness. Portions of such a study are suggested for use with gifted children in grades 4-6. Major objectives relate to the development by gifted students of their own creativity, productivity, and realization of personal potential.…

The conference proceedings include 22 papers or workshop session summaries from the conference on the gifted. Some of the topics discussed are educational evaluation of the social worth of programs, economic accountability, the role of parent organizations, communicating with the state legislature, encouraging creativity in learning, describing…

A review of L. Terman's studies on the gifted points out design problems and traces the expansion of such concepts concerning the gifted as the use of creativity for educational facilitation and the developmental correlates of creativity. (CL)

Discussed is the identification and stimulation of creative imagination imagery. (Author/DLS)

The author reviews research on Kirlian photography (a method of converting non-electrical properties of an object into electrical properties which are then captured on film), and suggests that the Kirlian photography process can provide the gifted student with an additional avenue for the development of creative capacities. (SBH)

The author describes activities of a weekly enrichment class providing right-brain tasks to gifted elementary students. Activities, which centered on artistic creativity, were taken from "Drawing On the Right Side of the Brain" by B. Edwards. (CL)

The review of the literature cites approaches for enhancing the strengths of gifted disadvantaged youth through such "creative positives" as creative problem solving, art activities, dramatics and storytelling, and creative writing. (CL)

Reading for primary level gifted children should provide for more appropriate experiences than by mere adaptations of the regular reading program. Early identification should be followed by small group instruction in which gifted students are encouraged to read widely, creatively, and critically. (CL)

Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)