The effects of a creativity training program on 18 classes of middle grade and high school level educable mentally retarded (EMR) students were investigated. Ss received instruction with a systematic set of creativity training materials for a 12-week period while 12 control group classes continued regular classwork. Criterion groups were compared…

Six experiments were conducted to determine whether idea checklists increased idea quantity and quality. College students were allowed 10 or 20 minutes or unlimited time to find ideas for product improvement problems. Results indicated that the only checklist which significantly stimulated productivity was composed of just seven general categories…

Although creative expression and drama in the classroom are important in leading education toward a more humanistic approach to learning as well as toward the development of students capable of responding more rationally to the changing world educators have offered few opportunities for creative student expression. Thus, this book focuses on…

The guide gives concepts and suggestions for teaching art to gifted students in grades 7 through 9. Noted is the need for adolescent gifted students to view reality with heightened aesthetic perception, to attain success in art work, and to remain uninhibited in development. Topics covered in an overview of art study are criticism of student art,…

Problems with mechanistic and formalistic language teaching and the need for intensive and creative foreign language teaching are described. The role of the teacher is emphasized, and suggestions for teachers are made. (RM)

Discusses the utilization of marine subjects to teach creativity at the secondary and elementary level. (SL)

Proposes an approach to teaching grammar that calls on the student's imagination and frees the learning process from classroom routine. The technique uses examples of specific constructions in French poetry to illustrate principles of grammar and discourse. (MSE)

It is argued that a behavioral objectives approach to dance education is dangerously limited because it is dominated by a particular view of theoretical psychology that attempts to understand skill learning in terms of conditioning and reinforcement. This approach is especially limited in the teaching of creative and expressive dance. (RM)

The developer of Logo describes several creative ways in which the Logo programing language is being used to capitalize on its full potential. He also discusses biases and problems relating to Logo use which limit student creativity and self-learning. (MBR)

Music motivator projects that enable the elementary teacher to use social science methods (known as ethnomethodology) to observe and learn about students without testing are described. Working in groups and guiding each other, students compose a musical composition and then notate it. Discovery learning is encouraged. (RM)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)

Presents a rationale for using oral reading in the classroom; discusses the learning it fosters as a link between speaking and silent reading; and suggests to teachers techniques for developing oral reading skills. (SJL)

Creativity should be developed in students, especially through the teaching of literature. Composition assignments that draw upon students' personal experiences and observations help to develop literary creativity, cognitive activism, and independence. (Author/AV)

This article describes one poet/teacher's program to explore and cultivate student creativity, intuition, and imagination through a series of visual, verbal, and psychological exercises. Visualization, free-writing, association, variations on other poets' work, and memory mapping are among the creativity exercises employed prior to actual writing…