Discussion of creativity in teachers of the gifted considers different kinds of creativity, techniques that promote creativity in students, the role of planning in creative teaching, and improvisational creativity during the teaching process. (Contains extensive references.) (DB)

Teachers can encourage youngsters to express their ideas creatively by providing help in three areas--content, language, and process. In terms of content, children often have few resources for tapping their thoughts, and may need 'pump primers' such as being told the beginning and end of a story and speculating about a variety of middles. Once…

Development of the creative, emotive, critical, and aesthetic skills can offer a way of looking at human experience--a philosophy of Henri Bergson--different from that offered by science and logic. The development of such skills is the goal of the humanities program, and a survey of over 500 exemplary programs indicated a number of characteristics…

Creativity is largely an outgrowth of attitude rather than an activity, a set of predispositions rather than a production line. Author traces the concept of creative development and the role music plays in illustrating the creative process. (Author/RK)

In an attempt to exorcise cliched, hollow, "voiceless prose," 11 diverse novelists, poets, playwrights, essayists, and critics who are serious teachers of writing share their insights and feelings about their roles as teachers and about writing. Some of the goals expressed in these essays about the relationship between processes of writing and the…

Even for gifted students, the writing process resulting in an effective composition is a complex one, often overlooked in gifted education. The process begins with expressive writing, wherein the writer explores ideas and tries to find a focus. Subsets in the writing process include inventing, gathering outside materials, drafting, and revising…

This study was designed to test the null hypothesis which states that there will be no significant difference in mean creativity scores on the verbal or figural subtests of the Torrance Tests of Creative Thinking among subjects with no creativity training, those with creativity training under traditional, and those with creativity training under…

This teaching guide suggests practical ideas for encouraging creative talent in preschool children. It is part of a series of similar guides developed by the RAPYHT Project (Retrieval and Acceleration of Promising Young Handicapped and Talented) for educating young gifted/talented handicapped children and gifted children with no handicaps. The…

This pamphlet touches on definitions of creativity; its manifestations and methods of measurement on the preschool, elementary, high school, and college levels; its pattern of development; non-test ways of identifying creative behavior; and an explanation of creative learning. Common blocks to creative development are delineated, and a section…

Considers both teacher-initiated and child-initiated strategies for enhancing young children's self-expression and creativity, based on the philosophy of the preschools in Reggio Emilia, Italy. Discusses how the classroom can be modified to best support children's emerging creativity. (HTH)

This booklet is a teacher's manual that promotes sex equity in elementary school physical education. The first part of the booklet explains the development and effect of sex stereotypes in the classroom. The second part lists games, activities, and sports in which both sexes can participate equally. Appendices include behavior and discipline…

This lecture discusses the creative ability of young children, asserting that educators must cultivate children's creative potential so that these abilities can develop and expand. Early childhood education also needs to take into account children's natural need for rules. (MDM)

In most schools in America little attention is paid to the nurturance of students' creative potential, with emphasis too often placed instead on rote, repetitive learning. The literature contains many suggestions for enhancing creativity in the classroom setting, such as refraining from discounting odd or unusual questions from students, finding…

This paper discusses creativity in young children and what teachers can do to support and promote it. Topics addressed in the paper include: (1) teacher interest in promoting creativity; (2) defining creativity; (3) creativity in the socioemotional domain; (4) the relationship between creativity and empathy for others; (4) bibliotherapy; (5)…

Examines children's art creations in a child care center in Reggio Emilia in northern Italy. Suggests that, to produce art, children need many interesting experiences in classroom and community, as well as encouragement to think, talk, and create art in response to their experiences. Under such circumstances, their art is as intriguing and…