Examines the nature of imagination and creativity in the acting process. Argues that successful acting is the ability to extend the imagination into the creative act of developing a role and building a character. Discusses specific ways a theater educator inspires creativity in actors. (RS)

Discusses creativity under severe limitations by using the Apollo 13 mission as an example to demonstrate a range of principles for creative practice and motivation applicable in any situation. (DB)

Three studies are reported that address the often-described impoverished creativity in children with either autism or Asperger syndrome. Findings indicated both groups were more likely to generate reality-based than imaginative ideas. Results support both the executive dysfunction and the imagination-deficit hypotheses for the observed deficiency.…

The Harvard Institute for the Management of Lifelong Education is a professional-development program for leaders in postsecondary lifelong education. It exemplifies creative design and delivery as ideas come from multiple sources and the program is continuously reinvented. (SK)

Two studies examined the role of time press on fluency, flexibility, and ratio-type flexibility scores from different divergent production tasks for two samples (total N=42) of gifted adolescents. Both studies found that gifted adolescents' rates of creative production, as measured by fluency alone or fluency and flexibility, did not appreciably…

Notes that woodworking can be a valuable learning tool for young children because it has both creative and structured sides. Recommends materials for a classroom toolbox, noting the importance of real woodworking tools as opposed to those made just for children. Suggests that teachers work directly with students for safety and to help guide them…

The structure of subscores obtained through streamlined scoring of 334 adults' responses to Figural Forms A and B of the Torrance Tests of Creative Thinking (P. Torrance, 1966) was analyzed. Principal components analyses indicated that one general creativity factor adequately represented subscores of both forms. However, the five subscores of each…

Addresses these questions: Who can solve problems? What is creativity? How can human resource development foster an environment that nourishes creativity? Describes approaches--problem centering, encouraging learning-theory perspective, mentoring, and diversity. (SK)

Presents annotations of about 30 children's books focusing on visual creativity, creative expression, creative response, creative inquiry, creating a vision, and creative problem solving. Features books that focus on creativity, imagination, and innovation. (SG)

Describes a "hands off" directing style encouraging student actors to think for themselves, not to mimic blocking and line readings imposed by a director. Notes that this directing style is not always appropriate. Suggests that most actors (even teenagers) will undergo a journey of transformation from being themselves to portraying other people…

A teacher describes her attempts at creative teaching and shows how mandated programs can hinder teachers' attempts to be innovative. (SK)

Discusses the use of tea parties to stimulate children to use their creativity to plan, organize, and think about the materials they would need. Considers the use of riddles and gives examples of tea parties from literature, including fantasy books. (LRW)

This study investigated the relationship between creativity and conformity (social conformity and impersonal conformity) with 45 preschool children. Findings support the hypothesis that highly conforming and highly nonconforming children do not score as highly on creativity measurements as children in the freedom of expression group (i.e., not…

As a creative act, learning entails changes to one's pattern of behavior; making such a change requires creativity to see and develop new patterns of behavior. Creativity models can be used to develop strategies to facilitate learning to learn from others. (Contains 10 references.) (Author/JOW)

Four undergraduate management courses incorporated assignments, class activities and an environment structured to encourage creativity. Survey responses from 75 students indicated that an atmosphere that provided time and rewards for creativity and stimulated risk taking, divergent thinking, cooperation, and questioning of assumptions encouraged…