Described are ways in which a classroom teacher may recognize creativity's primary processes in the behavior of children. Suggestions are made for developing creative learning activities in the classroom. (CS)

Explains the design and implementation of a creative class activity that teaches students characteristics of the planets. Requires students to research and synthesize information about a specific planet and sell it through an oral presentation and visual aids. Includes a grading rubric. (SOE)

Considers the playground as an informal educational setting for social learning. Discusses interactions that take place between children and playground behavior; describes books that deal with playground behavior; and includes creative class activities, including role playing, that address playground behavior. (LRW)

Describes how middle and high school students can learn the principles of layout and design through calligraphy. Outlines how students selected their own poems and decorations, and discusses how to arrange them before creating the artwork. (KM)

Describes origins of the constructed relief and shows some examples of contemporary artists' work. Suggests using this history to motivate students to construct their own reliefs. Outlines a four-step lesson: preliminary drawing, finished drawing, mock-up relief, and finished construction using durable materials, such as wood, acrylic sheet, or…

Maintains that the cognitive aspects of art education are being emphasized in order to validate art education's place in the curriculum. Argues that the studio approach to art education should be reformed while remaining at the core of art education. Explores the questions of who should teach art education; and how art teachers should be educated.…

Describes an art technique--creating paper dolls of main characters--to help remedial readers develop their comprehension of characters in novels. (MM)

Twenty-eight profoundly hearing-impaired children were exposed to either a traditional approach to art education or a curriculum designed to develop creative abilities. Following 12 weeks of classes, the experimental group of children, aged 8-10, showed significant improvement on flexibility and originality. (Author/JDD)

Presents examples from children's literature that illustrate types of special "thinking/dream spots." Suggests the following activities: creating a dream place in the library media center, describing or drawing a dream spot, designing a meditation room, making a sculpture garden, and writing monologs. (AEF)

Advocates the use of interdisciplinary and cooperative assignments in science in order to develop students' critical-thinking skills. Discusses the importance of providing students with alternative avenues to learning in order to account for different types of intelligences. (JRH)

This essay describes the use of I Ching hexagrams as a focus to improve the ability of college student groups to evolve creative solutions and improve decision-making skills. The philosophy of I Ching is briefly explained, and examples are given of hexagram interpretations which are applicable to group discussion and problem solving. (DB)

Describes a U.S.-Soviet mural project where citizens from Milwaukee, Wisconsin and citizens from Leningrad created two peace murals--one in the United States and the other in the Soviet Union. The murals were exchanged. Participants made their own clay using dry clay and water before creating their impressions of peace and friendship. (KM)

Describes the Phoenix Award, which honors children's books which did not receive an award at publication (20 years in the past), but have withstood the test of time. Presents an annotated bibliography of winning titles under the categories of: Fantasy/Science Fiction; Historical Fiction (British, Depression Era, World War II, Other Wars, Other…

Describes one public library's project of photographing teenagers reading around the library and making the photos into bookmarks with the library logo and a "read" message. Discusses the background, arrangements, photo session, assembly, distribution and publicity, and funding and community response. (AEF)

Discusses the theme of snitching, or tattling, in literature and films as well as in school life. Considers what motivates behavior, when tattling is appropriate, and historical examples such as the McCarthy era and the Nazis. Provides ideas for creative learning activities for elementary school, middle school, and high school students. (LRW)