Presents an art lesson in which first grade students learn about abstract art. Explains that the students learn about the work of Joan Miro and explore one of his paintings call "People and Dog in Sun." Describes how students use scribbles to make their own abstract art. (CMK)

Describes how to teach elementary students about vocal improvisation using the Kodaly-based approach. Discusses the three steps involved in this technique: (1) develop familiar singing patterns; (2) use a question and answer format; and (3) begin improvisation. Includes examples of solfege patterns and a vocal question and answer. (CMK)

Describes an art project where students create strange creatures using scraps of wood. Discusses how the students use the wood and other materials. Explains that the students also write about the habitat characteristics of their creatures. Includes learning objectives. (CMK)

Describes an art project suitable for middle and high school students in which they either combine identifiable parts from different animals to create one creature or take one animal and creatively distort it. Explains that this lesson enables students to be satisfied with their animal-inspired artwork. (CMK)

Describes generativity theory based on the probabilities of many behaviors that are in competition and considers its effect on creativity. Topics discussed include previous and current generativity research, including behavior charts and frequency profiles; computer simulations; skills that improve generative processes; and creativity training in…

Describes the advantages in having children develop their own art rather than downloading images or clip art from computers or the Internet. Topics include developing art skills; learning through creating; self-expression; self-confidence gains; observation skills; and creativity and problem solving. (LRW)

Posters are commonly used as tools for disseminating information at scientific meetings, but many students lack an understanding of "good" poster characteristics. We present a set of characteristics for use in constructing posters for scientific meetings and classroom presentations along with tips on critiquing posters to enhance their…

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of English.

As an answer to a previous article written by David Frey on creativity, the author argues that creativity is not innate but learned. He admits the important role creativity plays in counseling, but maintains that creativity is very much a developmental process that is influenced by the environment. (Author/SE)

The author discusses various reasons that have been set forth for teaching sewing in the classroom. Reasons include (1) economy, (2) skill development, (3) quality recognition, (4) self-esteem, and (5) creativity. The latter receives some emphasis. (CH)

This article explores Katz (1987) goals for children's learning within the early childhood environment. The focus is on employing the environment as the third teacher, and how the environment can support knowledge, skills, dispositions and feelings is presented and discussed.

Focuses on ways to develop student creative thinking, improvisation, and composition skills in instrumental classes. Provides suggestions, such as the importance of offering students creative opportunities, supplying examples, giving control to students, and encouraging expressive integrity. Includes a bibliography of resources for developing…

Discusses two steps, focusing on improvisation, that teachers can follow in planning music lessons. Addresses how to include improvisation in the general music classroom by focusing on two different age groups: (1) kindergarten through grade three; and (3) grades four to six. (CMK)