Within some students, creativity lies like a seed seeking nurture and friendly environment. As an organizing, directing, confining presence, the college can stifle creative impulse and destroy its energy. Teachers should be sensitive enough to recognize creative spirit, and tactful enough to keep it alive. (AD)

Paper presented at 18th Annual Meeting of the National Association for Gifted Children, Chicago, Illinois, May 3-5, 1971. (CB)

A good English teacher is one who draws from his students stories that reveal the unique dignity of their personalities and the unique coloring of their experiences. The author shows how this is done, emphasizing use of student writing models as motivation, and stressing sensory diction. (Author/JB)

Creativity training materials were used with a group of elementary school children who exhibited academic, social or emotional problems. Study recommends increased use of such materials, with more time and attention allowed for group discussions and role-playing during these periods. (MK)

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

Describes how music can be used to evoke creative responses from students. (SW)

Paper written pursuant to a contract with the U.S. Office of Education, under the provisions of the Cooperative Research Program.

The Future Problem Solving Program is intended to help gifted students (grades 4 through 12) develop richer images of the future and increase creativity, communication, teamwork, research, and problem-solving skills. Procedures for participating in the program and securing materials are explained. (CL)

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…

Presented are several approaches to motivate students who are reluctant to get involved in art projects: experimental, creative competition, mechanical, utilitarian, complementary (interdependent), illusory, rhythmical, and the creatures and caricature approach. (KC)

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)