Discusses a few of the approaches in applying general semantics to the teaching of creativity. (Author)

This article deals with the claim that teaching is an art. The particular view of art held by Heidegger is explored in an effort to find the meaning of art and of teaching. (CJ)

Presents a review of creativity principles, a brief discussion of class activities (brainstorming, surrogating, questioning, analyzing, etc.), a short description of nine audiovisual aids with several ordering sources, and a bibliography. (PD)

Two ways of stimulating creativity--meditation and structured physical movement--bring a new dimension to the teaching of composition by encouraging visualization and imagery, strengthening the integration of both hemispheres of the brain, and allowing the brain to rest. (HOD)

The author proposes an inservice teacher training course on creativity which emphasizes the historical and theoretical aspects of creativity; the environmental contributors to creativity (through biographical analysis of the lives of creative individuals); the identification of creative potential; and the application of creativity theories and…

Through a brief review of studies correlating the Torrance Tests of Creative Thinking and standard intelligence measures, the author seeks to demonstrate that creativity and intelligence are not synonymous. He espouses Viktor Lowenfeld's concept of "Creative Intelligence" and describes the Future Problem Solving Program as a way to…

The article, excerpted from an interview with A. Lopez and C. Payne, focuses on research on creativity and giftedness among minority students. Also considered are teaching methods, programs and materials, identification, relationship between native language and creativity, and teacher preparation. (CL)

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)

Examines current arguments regarding the role of creativity in education. Suggests that educators often minimize the importance of the relationship of creativity to tangible creative works. Indicates that creative processes can best serve educational purposes when they are directly tied to the constraints of developing actual projects. (30…

Describes "World Class Tests in Mathematics and Problem-Solving," developed with the belief that creativity is worth nurturing and can be nurtured. (KHR)

Sociodrama is presented as a structured, yet flexible, method of encouraging the use of creative thinking to examine a difficult problem. An example illustrates the steps involved in putting sociodrama into action. Production techniques useful in sociodrama include the soliloquy, double, role reversal, magic shop, unity of opposites, and audience…

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