The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

Recounts a personal experience as a first grader to illustrate the point that teachers must remember to encourage rather than stifle students' creativity. (NH)

A self-taught artist describes the creative process and a technique for developing one's intuitive drawing ability. The article identifies seven basic motifs derived from natural forms and illustrates how these motifs are used in the artist's work. (DB)

A multiple-baseline design across subjects was used to determine if paraprofessionals could be effectively taught to write and implement "Social Stories"TM] that shared accurate social information and had a positive impact on the targeted behaviors of students with autism spectrum disorders (ASD). Three paraprofessional-student pairs participated…

The intent of this article is to describe the basic processes used by the child in order to create and imagine; to explain the significance of objects for encouraging creativity, imagination, and intellectual growth; and to show how creative thinking is nurtured using the world of objects. Five reasons are advanced to support the claim that the…

The book of 20 papers from 12 telecasts on the education of gifted, talented, and creative students focuses on definitions, history, identification, self awareness, the need for a helping adult, enrichment, methods to promote creativity, and general issues in the field. The following titles and authors are represented: "Definition" (W.…

Describes an entertaining approach to use in stimulating creative thinking in elementary science. (JMB)

To develop listening skills for all types of music, teachers may want to try some of these imaginative teaching techniques. Describes some unconventional ear-training exercises, vocal exercises to encourage students to "paint with their voices", and "rebound" exercises to explore spontaneous relationships between sound and movement. (Editor/RK)

A teaher of emotionally disturbed students describes language, science, dramatics, and art activities to help students redirect their creative energy. The importance of structuring the activities for success is emphasized. (CL)

Argues that in order to revitalize foreign language learning, language teachers must make every classroom a place where students can mold their personal tastes or apply the language to their own background and interests. Argues that language learning has a humanistic value in and of itself. (SED)

Relates the processes involved in Story Workshop from both the student's and the director's point of view. (TO)

Discusses the use of divergent questioning in the science classroom. This form of questioning is open-ended and encourages children to contribute to class discussion with a variety of responses. (JR)

Harold Rugg of Teachers College, Columbia University, died in 1960. Author presents an analysis of his ideas about creativity" which only recently have become the concern of sociologists, psychologists and educators. (MB)