Article describes activities for a class unit on dance to help children gain confidence in their creativity. (GB)

A program stressing student initiative, responsibility, and communications skills is described. (Editor)

Discussed in this article are learning objectives and teaching objectives as they relate to the creative action pattern in writing and transcribing shorthand. (JS)

Compares the effects of ITA and TO instruction; based on Auguste's master's thesis, Queens College, New York, n. d. (RD)

The author tells how a paper clothing making project was successful. (MF)

Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

The article presents three activities designed to create new images, restructure ideas, and try out new ways of thinking for primary-aged gifted children. (PHR)

Strategies for promoting creativity in adult education include the following: create and personalize the environment, select diverse instructors and students, allow for generation of new ideas, encourage feedback, support group learning, and plan for accidents/mistakes. Creative learning can generate ingenuity and innovation and enhance…

Previous research has shown that compared with their American counterparts, Chinese students' artwork is perceived as less creative by both Chinese and American judges. Three different factors are posited to be responsible for the discrepancy in rated creativity between Chinese and American students, namely, social values, school pedagogic…

The teaching of creative thinking to gifted students requires: (1) raising creativity consciousness and teaching creative attitudes; (2) improving students' metacognitive understanding of creativity; (3) strengthening creative abilities through exercise; (4) teaching creative thinking techniques; and (5) involving students in creative activities.…

Responds to two arguments made by Walter Dick in the debate over instructional design and creativity: (1) "creativeness" should not dominate effectiveness and efficiency; and (2) systematic instructional design methods do result in "creative instruction" when they are used appropriately. Also lists respondent's assumptions and claims. (JMV)

Argues that literature classes will grow more interesting and more effective if educators coordinate two kinds of emphases: allowing for discovery and moving toward productivity. Offers four principles for developing assignments: respect the process; nourish the participants; aim for a variety of products; and reflect together on process,…

In this era of high-stakes testing, many teachers feel forced to aim instruction toward what will be assessed and ignore what students really want to learn. Publishers create materials guaranteed to boost students' test scores, but they neither broaden students' understanding nor increase their interest in learning. When the textbook becomes the…