A teachers experience in teaching disadvantaged children to write creatively is described. Conclusions drawn are that teachers must learn to accept the language of the children; children should be allowed to invent the language by which they manage their own world; no arbitrary limits should be placed on the range of experience and language used…

Elementary classroom musical activities that illustrate and encourage creative characteristics and behaviors are described. (RM)

Suggests that opportunities for creativity have been removed from the classroom teacher's realm by administrators, unions, boards, and courts. Indicates that we are witnessing a slow death of ideas that can be restored only when teachers demand it. (JOW)

Relates why a teacher continues to enjoy teaching, despite trials. (DI)

Ways in which the school and college can help in developing creative talents in their students are discussed. (MM)

Writing assignments designed to be interesting to students related to business letter writing, creative writing, and playwriting. (DB)

Compares scores of prospective teachers on a creativity test in 1958 with scores of same people on an inventory of creative teacher behavior in 1966. (RT)

Enumerates dodges so effective that an unprepared teacher can carry away kudos, not boos, from his or her students. (JL)

Describes how a teacher sparked her students' interest in Henrik Ibsen's "A Doll's House" by having them conduct a classroom trial of the play's lead character. (JL)

An expressive encounter is the opposite of a behavioral objective. The instructional goals of the expressive encounter are emergent and generally aimed at skills and attitudes related to creativity and problem solving. A developmental lesson sequence is an integrated, sequential group of lessons that move toward a general goal. (Author/IRT)

The article discusses the rationale for adopting a seemingly unrelated vehicle, such as cooking, for teaching gifted and other children such diverse subjects as geography, history, and language, and relates this to the concept of synectics (which holds that all subjects are interrelated). (Author/DLS)

Describes how curriculum integration can help art enhance learning during times when the arts may be considered dispensable and removed from education, presenting examples of how classroom teachers have examined art as a link to expanded understanding of history, science, math, reading, current events, geography, cultural studies, emotions,…