In this book, designed for both teachers in training and practicing teachers, an attempt is made to translate into methodology those principles of creative thinking and creative development derived from the last 10 years of reading research. Part 1, "The Nature of Creative Teaching," contains discussions of basic principles of creative teaching,…

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…

This pamphlet provides suggestions for teachers for using creative dramatics in the classroom. The contents include: "Dr. Edwin Land Considers the Nature of Creativity"; "Six Basic Principles for Using Creative Dramatics with All Children," which discusses tuning in the senses, listening and recording, pantomime, rhythms and movement, presenting a…

Reports on research into ways of encouraging and evaluating students' creative development in adult art classes: development of visual perception, manipulative skills, ability to generate metaphorical images, and acquisition of relevant knowledge. (MF)

A discussion of ways an adult can encourage and participate in a child's self-expression through movement and dance. (BD)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Suggestions for teaching improvisational dance in a nonthreatening way are offered. (DF)

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)

Author's discussion is based on the following assumptions: (1) the greater the degree of correspondence between the student's language and his world, the greater are his chances for sanity and survival; and (2) creativity consists of seeing new relationships, forming new organizations, or building new cognitive structures. (Author/MB)

Argues that an English teacher should not be so concerned with permitting students' creative expression that he neglects nurturing their critical, evaluative skills. (RD)

Five different perspectives on creativity in teaching are examined: (1) Creativity is developed by making teaching methods from almost nothing. (2) Creativity is fostered by idealizing without constraint. (3) Creativity can be developed through analogs. (4) Creativity can mean to reorganize or modify. (5) Creativity can be fostered using a forced…