Article investigated art projects that stimulate rather than stifle children's creative drive. (RK)

The educational implications of recent brain research suggest that schools should emphasize activities that balance right and left hemisphere functions in order to encourage students' creativity. Some techniques currently in favor for achieving balance are synectics, multisensory and experiential learning, creative thinking methods, and the…

When planning social studies units, teachers need to build in opportunities for creativity and honor those students who exhibit it. The characteristics of authentically creative work in social studies are discussed and suggestions for projects that encourage creativity are made. (IS)

Findings demonstrated that the Guilford-Mednick conceptualization of original thinking is applicable to preschool as well as to older children. (Author/RH)

Discusses stages very young children pass through as they learn to tell stories, including related activities such as picture telling and personal narrations. Also suggests how adults can recognize children's stories, and the role adults can play in facilitating children's story telling. Educational implications are indicated. (RH)

Provides guidelines for conducting art activities with very young children, paying particular attention to the function of play equipment as artistic catalyst, approaches to creativity, and the role of the adult in providing a supportive presence. (RH)

No one program can meet the needs of gifted and talented students with diverse cultural influences, learning styles, developmental stages, and creative requirements. (CL)

Presents an interview with Black artist Jacob Lawrence. He comments on the role of the artist and art in society, the value of the creative experience, and the influence of Harlem and Africa on his work. (AM)

Purdue University utilizes the model in the Super Saturday Program, in which art enrichment activities are provided for fifth- through ninth-graders from 14 surrounding counties. (SW)

Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)

A figural form of the Torrance Tests of Creative Thinking was administered to 96 left-handed and 96 right-handed individuals. The left-handed subjects demonstrated greater creativity than the right-handed; females scored higher than males; and college-educated subjects scored higher than those with no college. (Author/BW)

Discusses three theories showing how aesthetic growth through participation in creative activity can exercise the kinds of abilities that make cross-cultural communication possible. These theories are (1) appreciation of individual differences; (2) growth from past experiences; and (3) understanding the feelings of others. (CT)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Relates a teacher's childhood experiences with poetry and her views of the value poetry has in the language arts curriculum. (HTH)

Briefly defines six gifted and talented areas, to make the point that academic talent is not the only form of giftedness. Lists some exemplary educational strategies for the psychosocially, underachieving, and culturally different gifted. (SJL)