Focuses on the importance of conversation between adult and child as the young child engages in artistic activities. Different kinds of conversations appropriate for art education are suggested on the assumption that such talk facilitates cognitive development and results in increased artistic motivation. (DP)

Brooklyn's Public School 83, reestablished in 1968, is especially designed to treat children with emotional, behavioral and learning problems and enable them to return to classes in regular schools. The author believes special schools are preferable to special classes within existing schools. (Editor)

A model's influence on the creative behavior of 120 fifth-grade children was studied in four variations. (Author)

Dance instruction is an integral part of the curriculum at Marymount Secondary School, Tarrytown, New York. Photographs by Shirley Zeiberg. (DS)

Verbal reasoning and semantic divergent thinking scores together with assessments of conventional and creative English attainment were gained for 331 10-year-old children. A factor analysis demonstrated a separation of the ability and attainment measures. (Author)

Study conducted to assess the differential effectiveness of two or more creativity instructional programs which purport to develop similar skills and abilities among pupils of the same age. (Authors/CB)

Author proposes more freedom in all grades for pupils to exercise innate curiosity, make mistakes, help each other and experiment without constant evaluation. Teachers would become facilitators of self directed learning", participating (and making errors), suggesting ideas to put to practice and clarifying rather than judging from on high. (PD)

A home environment that gives a free reign and a ready response to the explorations of the child is one that fosters creative development. Likewise, the use of discovery learning at school and in job training encourages creativity. (CK)

Article, written by the Editorial Staff of D.O.K. Publishers, Inc., describes an approach which has been developed through more than three years of experimentation for teaching literature to elementary school children. (MB)

The author feels the student should be asked to creatively solve realistic problems beginning in the freshman and sophomore years. The professor becomes a coach" to help the student develop his abilities rather than teach" skills that someone else has developed. (TS)