Robert Sternberg's WICS (Wisdom, Intelligence, Creativity, Syntehsized) model of giftedness provides a novel and valuable meaning to the construct of giftedness. First, instead of conceptualizing giftedness as inherited static traits, WICS is distinctly a dynamic, developmental model of giftedness. The second valuable feature of the model is that…

In the Creative and Academic Thinking Skills (CATS) Program, teachers who have been trained in developing higher-order and creative thinking skills go into early elementary classrooms to present lessons and provide followup activities. CATS integrates "gifted" materials and strategies into normal classroom activities. CATS lessons and…

The creative process and developmental stages of writing Haiku are illustrated with examples in the theme areas of beauty, humor, desolation, and companionship. Also noted are the use of rhyming, alliteration, personification, and action, along with the value of poetry writing in learning self-discipline and achieving a healthy mental state. (JDD)

Examines the effects of a creativity training workshop on the behaviorally defined creative responses (fluency, flexibility, and originality on both unusual uses and problem-solution exercises) of 14 college students. (CM)

Describes an advanced elementary art project that was inspired by a fountain. Explains that the students created water fountains for tabletop display using hand building clay and glazing techniques. States that students selected a design based upon their abilities. (CMK)

In this article, the author contends that in order to fulfill music education's purpose of developing a child's capacity to make and experience music, attention must be paid to developing listening in performance ensemble classes. Music educators cannot assume that being involved in the refinement and performance of music contributes to becoming a…

The view of musical creativity as spanning a continuum from the noises of the unschooled young child to the artistry of the trained professional fails to account for fundamental, developmental differences in the creators' perspectives. This paper seeks to distinguish two ways in which the creative functioning of the child or novice differ from…

It is important to appreciate differences in perspectives in order to gain an understanding of others. Teachers can foster the disposition of perspective-taking among students by engaging them in learning opportunities that allow them to discover and reflect on the similarities as well as the differences among people of the world. Such activities…

SIAS International University, which claims to be the only solely American-owned university in central China, was founded by Shawn Chen, a Chinese-American entrepreneur who wants to shake up China's staid university system. Chen plans to do this by creating an American educational environment in China's agricultural heartland to train students to…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

In advertising, a creative idea can be defined as being right or on strategy in a unique way. For a copywriter, it is not easy to create an ad that has the "Big Idea" in it. Some helpful techniques that advertising students can use to generate creative ideas are (1) analogy, (2) forced relationships, (3) doing the opposite of what…

Discusses the support for higher-order skills in the secondary school and vocational curricula, the need for higher-order skills in the marketing curriculum, methods of teaching higher-order skills, and implications for teacher education. (CT)

The right kind of learning and environment at home and in school can often turn an "average" student into a "gifted" one. Parents can help ignite the motivating spark by encouraging the development of critical thinking skills, creativity, and leadership ability. Educational strategies parents can use are suggested. (PP)

Briefly introduces the Norwegian Seminar for Nature Life with a discussion of the course methods, values, and attitudes as related to Norwegian culture. Explains the difference between this and other programs that use nature for experiential education, and addresses the need for creativity in experiential education. (SB)