Great science is more akin to great art than to mechanical routine. But the common view of science teachers and textbooks ignores science as quest and suggests any problem can be solved by application of scientific method. Revolutionary structures are products of creative insight, not of logically inevitable scientific progress. (PB)

Art education for mildly retarded children is advocated, and selected instructional considerations are reviewed. The value of integrating art instruction with the special education program and the need for teacher certification in both fields is further addressed, along with developmental stages of artistic expression. (SEW)

Discusses how microcomputers can aid in higher-level creative processes, enabling students to experience the joy/fulfillment of spontaneous creative expression. "The Magic Melody Box" (Atari) program, in which users choose a rhythm and draw a melody line, is used as an example to illustrate the computer's potential in this area. (JN)

Suggestions to help art students at any level produce an accurate and craftsmanlike value scale are provided. Values scales are vital in terms of skill development and as a means for creative action. (RM)

Problems inherent in the process of identifying creativity in children are considered. Parallels in determining basketball talent through observation, tryout games, and identification of selected characteristics are drawn. Examples of creativity checklists and self-report inventories are given. (CL)

Discusses two approaches to teaching poetry writing to children: a method approach that molds children's creativity into acceptable forms, and an experimental approach that allows children to try out personal feelings and different forms, which is more conducive to their perceptions, creativity, and developing sense of self. (HTH)

Describes the choral method of poetry used in one grade school to nurture children's poetic self-expression, both soft and violent. Demonstrates through the resulting poetry how culture affects the creativity of even primary grade students. (HTH)

Argues that in addition to citizenship education, social studies should have as one of its goals the development of affective, intuitive, and creative processes in students. (RM)

Three dance performance tests to assess originality, fluency, and flexibility attributes of female dancers were analyzed with divergent-production measures and personological inventories. Variables were noninterrelated in four clusters for dance performance, verbal and visual-figural creativity, and personological information indicating…

Argues that the use of brainstorming sessions in a journalism public relations course can help to stimulate creative ideas. (HOD)

The quality of changes in creative functioning resulting from training in ZEN meditation (Zazen) and relaxation training were compared. Pre-posttest changes in the two groups, as revealed by the General Linear Models Procedure, revealed that the meditation group experienced greater perceived change resulting from new conditions, expression of…

Validation studies of the initial group inventory for finding interests (GIFFI) I and II were carried out with 1,024 students (grades 6-12). Internal consistency, reliability, and validity of the scales, which measure personality and biographical characteristics associated with creativity were substantiated. (CL)

Studies are cited which examine the role of independence in fostering creativity in children. Autonomy in parent-child relations and in teacher-pupil relations is linked to creativity, but the author cautions that the optimum amount of freedom may depend on the task and the type of creativity considered. (CL)

Describes the nature of the creative act and discusses creativity as the foundation of learning. Also examines the qualities of creative teachers and environments. (Author/CM)

Discusses the problems of evaluating creativity, and explains a particular approach used by the author. (JL)